Locating the university lecture as a contemporary educational practice

Abstract: The university lecture has attracted much critical evaluation over a long period. Yet it remains resilient in the face of such scepticism. However, the project reported here finds that a sample of experienced lecturers fail to recognise the terms of this critique in their own practice. They uniformly describe contrary approaches. These are characterised in terms of three communication priorities: orchestration, enactment, and dialogue. An emphasis on the dialogic nature of exposition suggested an exploratory intervention in which students collaborated with a peer around a recorded lecture. Transcripts of these sessions indicate the way in which lectures can prompt a ‘conversational’ reaction within their audiences. The overall pattern of findings reported here helps to interpret the resilience of the live lecture. The success of online courses implies that lecturing co-presence is central to the resilience of lecturing in mainstream education. This is interpreted in relation to practitioners’ continued protection of three imperatives within live exposition: community, conviviality and conversation.

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Locating the university lecture as a contemporary educational practice ; volume:2 ; number:2 ; year:2022 ; pages:203-227 ; extent:25 ; Journal of China computer-assisted language learning ; 2, Heft 2 (2022), 203-227 (gesamt 25)

Contributors, Places and Time

• Creator: Crook, Charles

Further information

• DOI: 10.1515/jccall-2022-0013
• URN: urn:nbn:de:101:1-2023012413023712809487
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 15.08.2025, 7:25 AM CEST