A systematic review on lecturing in contemporary university teaching

Area of Science:

• Educational Science
• Higher Education Pedagogy
• Communication Studies

Background:

• The traditional lecture format in university education faces scrutiny regarding its effectiveness in the 21st century.
• Educational policies increasingly influence teaching methodologies, prompting a re-evaluation of established formats.
• There is a need to understand the international research community's perspective on renovating the lecture format.

Approach:

• A systematic review following the PRISMA approach was conducted.
• The review focused on articles published in high-impact factor journals across ERIC, PsycInfo, and Web of Science databases.
• Inclusion/exclusion criteria were systematically applied to ensure a rigorous selection process.

Key Points:

• Forty-five articles from diverse fields and continents were analyzed.
• Improvements suggested in the literature span communicative, cognitive, and active-practical perspectives.
• The primary aim of suggested improvements is to enhance students' academic performance.

Conclusions:

• While efforts to modernize higher education are recognized, there's a gap in conceptualizing expert-novice communication within lectures.
• A need exists for methodologies sensitive to the complexities of oral communication for knowledge co-production.
• Further research should focus on developing a deeper theoretical framework for interactive lecture formats.