The theory

Giving lectures is the mainstay of an academic profession – in the UK the most junior long-term or permanent position is ‘lecturer’. In Chapters 16 and 17 we discussed how to design, prepare and deliver lectures whereas in this chapter we turn our attention to other methods that can bring about effective learning. It is important to remember that a sound teaching strategy is more important than the delivery method (Ramsden, 2003). The assumption that a method, particularly a technologically advanced one, is the key to effective learning is false.

Small group teaching

Somewhat simplistically there is a basic difference between lecturing and teaching a small class: in the former the lecturer speaks ex cathedra and there is often a physical distance between the lecturer and the audience. If, in addition, there are 200 students or so, opportunities for interaction (asking questions, for example) are rather limited. Although it is not impossible, attempting to interact with a large audience is not for the shy as controlling the situation takes some experience. In class-based teaching, however, the lecturer is more approachable and even the room setting can encourage closer teacher–student interaction, and peer learning through work in small groups.