The time-honored method of ‘‘presenting’’ factual material to a class of passive learners is still considered good teaching. But it clearly does not maximize learning efficiency or account for differences in learning styles.Lecturing assumes a ‘‘one-size fits all’’ approach to learning.The lecture material that may be understood by one student may be particularly challenging for another. The passive lecture provides limited opportunityforthelessadvancedstudenttolearnfoundational concepts.
There have been clarified many examples of learning approaches that break the traditional lecture mold. Experiential education in most forms is the best example, along with classroom approaches that include discussion, ‘‘1-minute’’ papers, think-pair-share activities, learning by teaching, games, and in-class formative assessmentsoflearning.
Teaching of factual information will always be necessary but should make the best use of state-of-the-art technology to provide more flexibility in the time and place and pace of learning. Knowledge delivery should be an anytime, anywhere process. More efficient delivery of factual information outside of the classroom will allow more time to be devoted to active learning in its many forms.