The Case Against Lectures
The science really is accurate with regards to the lecture being outdated and not effective.  However, problems abound with regards to implementing different methods in higher ed.<p>For example, I was previously a Financial Economics Professor and &quot;flipped&quot; the classroom for my introductory corporate finance class.  This means that the students watched prerecorded video lectures at home and then worked out their &quot;homework&quot; in class.  So basically, the students had someone (me) to ask questions of when they hit stumbling blocks.  Pedagogically, this has shown improvements in learning achievements.<p>HOWEVER, the problem I ran into is pretty similar to what I have heard from every other faculty member (across disciplines and universities) who has attempted to do this.  The problem is that we repeatedly hear from students that &quot;he didn&#x27;t even teach us anything, he just made us watch videos.&quot;  This wasn&#x27;t just one or two students, this was an overwhelming majority.  The other problem I ran into was that students thought there was no benefit to coming to class (even when you include attendance as part of their grades).  The number of students dropping the course at the last &#x27;W&#x27; deadline skyrocketed.<p>For me, it became a challenge to continue to do it this way, even though I spent 3+ months full time over a summer producing videos of my lectures, and eventually went back to the &quot;chalk and talk&quot;.  My student opinion polls went back up.<p>I&#x27;m not entirely sure of what the solution to the problem is, but project based learning does greatly enhance learning.  That needs to be baked into the institution.