The role of the lecture in post pandemic institutions of higher learning: Possibilities and implications from a Singapore case study

Abstract

As one of the earliest instructional methods in formal education, lectures are primarily designed for students to learn through acquisition (Laurillard, 2012). Bligh’s seminal work (2000) concluded with evidence that lectures are as effective, but not more effective, than other methods in transmitting simple information. Although large, didactic, ‘sage on the stage’ (King, 1993) lectures have been much criticised over the past few decades, evolution to ‘guide by the side’, facilitated approaches has been slow.