ABSTRACT
Research has shown that, for the purpose of conveying information, lectures are as effective as any other method (Bligh, 2000). From an organizational perspective, the possibility of articulating information into a series of lectures allows instructors to structure and cover content efficiently. This also benefits learners who can then exploit the availability of streamlined information that they do not have to find for themselves. For these reasons, lectures continue to be a popular teaching method among instructors which is also appreciated by students (Clay & Breslow, 2006). Yet, generally speaking, lectures are not considered as effective as discussion-based methods when it comes to promoting critical thinking or problem-solving skills.
