Perceptions of the effectiveness of lectures in improving student conceptual understanding

CONTEXT “Developing students’ conceptual understanding” was ranked highest as the ‘purpose of a lecture’ in a previous survey of academics from a range of disciplines at Swinburne University of Technology. Traditional transmissive lecturing remains the norm at most institutions, despite the evidence that this mode achieves little in terms of student learning. So why does this teaching mode still persist? What are the perceptions of its effectiveness, and how do these depend on academics’ familiarity with education research?

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