A systematic review on lecturing in contemporary university teaching
Tronchoni, Hector (Universitat de València. Facultat de Filosofia i Ciències de l'Educació)
Izquierdo, Conrad (Universitat Autònoma de Barcelona. Facultat de Psicologia)
Anguera Argilaga, María Teresa (Universitat de Barcelona. Institut de Neurociències)
Florida Universitària. Facultat d'Educació

Fecha:	2022
Resumen:	Articles published in scientific journals, concerning the present and future of the lecture format in university education in the twenty-first century are framed within organizational settings that drive teaching methodologies in line with educational policies. The following two research questions have arisen from articles in which debate the continuity of this teaching modality and propose improvements of a different nature: (1) Is there an interest in renovating the lecture format among the international research community whose remit is university teaching methods? and (2) What improvements to the lecture format do the reviewed articles suggest, within the framework of the communicative matrix of interactive learning? We have carried out a systematic review guided by the PRISMA approach, emphasizing the interest in methodological conceptual commitment, paying attention to documents published in journals with an impact factor. The search strategy was applied homogeneously in three databases: ERIC, PsycInfo, and Web of Science, following the systematic process of inclusion/exclusion. Forty-five articles were selected with a range of 0-78 quotations, from different fields of knowledge and five continents; 12 articles are from journals with a JCR impact factor. The journal articles cover communicative (21), cognitive (13) and active-practical perspectives (11); the predominant governing aim of the analyzed improvements is connected with the attendees' academic performance results (24); the reviewed studies belong mainly to the quantitative paradigm (42). The considerations derived from the results (45) cover formative, technical and/or critical aspects. Whilst positively valuing all these efforts promoted by the European Higher Education Area, we have also verified the lack of contributions in line with our concerns that embrace the need to develop an in-depth conceptualization, supported by a methodology that is sensitive to the complexity of the oral communication format between an expert actor and non-specialized actors who wish to connect and collaborate with the expert in the production of knowledge.
Ayudas:	Ministerio de Ciencia, Innovación y Universidades PGC2018-098742-B-C31
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Systematic review ; Lecture ; PRISMA ; Higher education ; University teaching
Publicado en:	Frontiers in psychology, Vol. 13 (november 2022) , ISSN 1664-1078

DOI: 10.3389/fpsyg.2022.971617
PMID: 36405191

17 p, 2.1 MB

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