Teaching Sciences With Impact Using the Lectorial Approach: Stimulating Active Learning

Jyothi Thalluri, Joy Penman

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This article reports on students’ experiences of the lectorial approach that was implemented for health science students studying sciences at a South Australian university. A lectorial, based on active student-centered learning, is a newly-designed teaching method for a large-scale class employing interactive activities to enhance student engagement. Students prepare for lectorials through conceptual-based, prerecorded lectures and online materials and identify aspects that need further clarification. During the lectorial, students have opportunities to think critically, reason, and solve problems. Students were asked to complete a questionnaire on the lectorial and how it impacted them. The results indicated that the students valued the lectorial approach, as it helped them to learn and understand the course content better and maintain their interest and attention. The lectorial-style presentation provided opportunities for connection, relevance, and active learning. Students recommended it for this course and other courses, as well as for future students.
Original languageEnglish
Pages (from-to)30-36
Number of pages7
JournalJournal of College Science Teaching
Volume50
Issue number1
Publication statusPublished - Sep 2020

Keywords

  • Learning Progression
  • Teaching Strategies
  • Postsecondary

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