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Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning

Research output: Contribution to journal › Article › peer-review

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Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning. / Short, Fay; Martin, Monty.
In: Psychology Teaching Review, Vol. 17, No. 2, 2011, p. 71-82.

Research output: Contribution to journal › Article › peer-review

HarvardHarvard

Short, F & Martin, M 2011, 'Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning', Psychology Teaching Review, vol. 17, no. 2, pp. 71-82. <https://eric.ed.gov/?id=EJ959028>

APA

Short, F., & Martin, M. (2011). Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning. Psychology Teaching Review, 17(2), 71-82. https://eric.ed.gov/?id=EJ959028

CBE

Short F, Martin M. 2011. Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning. Psychology Teaching Review. 17(2):71-82.

MLA

Short, Fay and Monty Martin. "Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning". Psychology Teaching Review. 2011, 17(2). 71-82.

VancouverVancouver

Short F, Martin M. Presentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning. Psychology Teaching Review. 2011;17(2):71-82.

Author

Short, Fay ; Martin, Monty. / Presentation vs. Performance : Effects of lecturing style in Higher Education on student preference and student learning. In: Psychology Teaching Review. 2011 ; Vol. 17, No. 2. pp. 71-82.

RIS

TY - JOUR

T1 - Presentation vs. Performance

T2 - Effects of lecturing style in Higher Education on student preference and student learning

AU - Short, Fay

AU - Martin, Monty

PY - 2011

Y1 - 2011

N2 - Conventional lecture approaches view the process as a teacher-led method of imparting knowledge ("presentation" lecture), whereas modern theories suggest that the teaching methods employed should aim to inspire the student to learn rather than simply provide them with knowledge ("performance" lecture). The aim of the current research project was to compare the presentation lecture with the performance lecture by assessing student preferences and student learning. Comparisons within and across student cohorts revealed greater retention, understanding, and preference for the material covered in the performance lectures relative to the material covered in the presentation lectures. These findings suggest that Higher Education should aim to employ a greater use of the methods utilised in the performance lecture in order to enhance learning. Future research should focus on further exploring the relative effectiveness of each of these individual performance methods in order to establish the best possible approach to teaching in Higher Education.

AB - Conventional lecture approaches view the process as a teacher-led method of imparting knowledge ("presentation" lecture), whereas modern theories suggest that the teaching methods employed should aim to inspire the student to learn rather than simply provide them with knowledge ("performance" lecture). The aim of the current research project was to compare the presentation lecture with the performance lecture by assessing student preferences and student learning. Comparisons within and across student cohorts revealed greater retention, understanding, and preference for the material covered in the performance lectures relative to the material covered in the presentation lectures. These findings suggest that Higher Education should aim to employ a greater use of the methods utilised in the performance lecture in order to enhance learning. Future research should focus on further exploring the relative effectiveness of each of these individual performance methods in order to establish the best possible approach to teaching in Higher Education.

M3 - Article

VL - 17

SP - 71

EP - 82

JO - Psychology Teaching Review

JF - Psychology Teaching Review

IS - 2

ER -