As we begin to acknowledge the research around learning retention and effectiveness, it is difficult to continue to make a case for lectures. Notice how much is retained from a lecture format (learning Pyramid), and also note the effectiveness of a learning experience that relies heavily on verbal symbols (Dale's Cone).
I acknowledge that while this research that was conducted in the 1960's looked at large numbers of students and classes, it does not identify specific pedagogical approaches, the quality of the lectures or the technologies now available.
Recently, I had a conversation with a colleague of mine who teaches professional communication and media. We were discussing the role of lectures and she has decided to go back to lectures, but with a difference. In this course she explains the curriculum with current public relation examples. Those that are currently making media coverage.
As a result of this approach her preparation must happen on the "fly" and cannot easily be re-used the next time she teaches the subject.
In her lectures she proposes to discuss the current media events and make direct connections to these by referring to the curriculum available to the students online. Now, she has both face to face online and international students who are taught by tutors at other campuses. The interactive lectures she is to conduct will be video recorded and placed up on the subject Website so that all students can view these as streaming media files.
This means that she prepares once, but all students have a chance to have an equivalent learning experience.
Overall, this approach is not seeking to replicate the learning material already available online, but to "Value Add" to her students learning experience in an interactive lecture format. She intends to discontinue the previous two hour tutorials, and in doing so, will gain additional preparation time.
So is the lecture "dead", not with clever pedagogy.