Our second blog entry is by Shanaz Pottinger, undergraduate student studying Experimental Psychology, at the University of Bristol.
You are invited to leave comments below.
Do we even need traditional lectures?
Succinctly, yes, we do! Lectures are an intrinsic part of the university experience, a rite of passage for all degree holders and an important arena for community building. In many ways Bristol is a traditional institution that draws a student body who are attracted to elements of the traditional educational experience (at least at the undergraduate level). I am in full agreement that the university must innovate and move with the times, however, far-reaching over modernisation at Bristol will lead to a loss of the university’s intrinsic appeal. Moreover, in my view, if courses were to see serious reductions in contact time there would need to be a reduction in tuition fees charged for this type of degree.
I appreciate that an opposing argument may be that traditional lectures favour a ‘one size fits all’ approach whereas an engagement focussed approach allows students to engage with material in a way that works for them. However, human beings are fundamentally social animals and research suggests that the quality of our social networks has an impact on our sense of wellbeing. Thus, I propose that the social benefits of traditional lectures should not be overlooked. These can be simulated in a digital environment but in my view these interactions are not totally comparable. After all Facebook has not replaced the social benefits of actually meeting up for a coffee has it?
In my view, we should be aiming for a model that champions attendance and engagement. As a student I would love the opportunity to experience a little less death by PowerPoint and a little more blended learning and flipped classrooms- just not entirely from the comfort of my own bedroom.
Bristol Institute for Learning and Teaching