Lecture is, arguably, the oldest known instructional technique used in the university setting. Since it was first employed in Plato's Academy, lecture has become an indispensable part of teaching favored across the college and university curriculum. Recently, this time-honored method of instruction has come under attack for its presumed inability to foster higher order cognitive and attitudinal goals (Cashin 1985; Day 1980; Frederick 1999; Renner 1993). Critics of traditional lecture-based formats call for their replacement with active learning approaches that provide students with an opportunity to meaningfully talk, interact, write, read, and reflect on the content, ideas, and issues of an academic subject (Meyers and Jones 1993, 6).
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