The value of the lecture as a method of conveying information has limitations serious enough to warrant its discontinuance. (Author)

Lectures are perhaps appropriate to present material not yet published or for material to be presented only once and hence not worth publishing. The author feels that for most undergraduate teaching neither of these conditions holds. (Editor/PG)

Lecturing may be considered necessary viewed from three perspectives: for inspiration, for demonstration of models, and for clarification. (Author/PG)

The linking of each lecture's purpose to its form and structure will help faculty organize instruction. The classical model of instruction is best to transmit information, the problem-centered model creates interest, and the sequential approach promotes understanding. (MSE)

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

Data from a control group experiment show that the use of handout skeleton notes distinctly improved student learning. Use of mimeographed copies of detailed lecture outlines for a comparative physiology course allowed students to interact with the lecture material at the time it was presented. (JT)

Describes findings that indicate the use of trained undergraduates as discussion leaders in small groups may be preferable to professors lecturing to large groups. (Editor/PG)

Comparison of an Oxford undergraduate education to United States university education. (IR)