Active lectures: Using reflective activities to enhance engagement and learning
Year: 2024
Type: book-chapter
Abstract: This paper explores the use of active and reflective learning within UG and PGT modules, focusing on benefits gained using reflective activities within a traditional lecture-seminar format; a constraint many HE practitioners still have to work within. The place, and value, of instructor-led lectures in HE has been debated for many years now, and since Covid many have seen a fall in attendance rates and lack of engagement with these both in person and as resources supplied for hybrid, distance, or asynchronous learning, which seems to undermine their value further. I suggest here that large-class lectures can still be a valuable tool for effective learning and engagement when combined with an open and reflective approach, rather than being seen as a method for content transmission. References Midgely M., (2018). What Is Philosophy For?, Bloomsbury Academic Ryle G., (2009) ‘Teaching and Training’, ‘Thinking and Reflecting’, Collected Papers Vol 2. Collected Essays 1929-1968, Tanney J (ed), Routledge Ryle G., Thinking and Self-Teaching, Journal of Philosophy of Education, Vol5, Issue 2, 1971, pgs 216-228
DOI: 10.71957/bewwwg69
Author: Hitchen, Sarah
Institution: Lancaster University
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6959187191
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