Students' Perceptions of Efficacy and Preference for Two Lecture Formats

Abstract

Active and collaborative learning can be facilitated in large lectures through structured and well-planned interventions such as small group work (Felder, 1997). This may be an effective strategy as it encourages students to become more critical and responsible in their learning. However, students may not prefer this method or view it as useful, which could lead to hostility and obstruction of the methodology. This report details an evaluation of student perceptions of two lecture approaches: traditional lecturing and lectures using ‘small group’ work. Students preferred the ‘small group’ work and perceived it to be useful to their learning. Themes that emerged from the analysis complemented social constructivist literature.