Оptimizing learning: the crucial role of effective preparation and delivery of lectures in higher education

Abstract

The article addresses the issue of identifying the most efficient methods for preparing and delivering university lectures. Despite being the oldest instructional approach, lectures remain widely employed in universities worldwide. However, recent pedagogical research by Ukrainian scholars has not fully explored this matter, hindering the development of practical guidelines for instructors aiming to organize and deliver effective lecture courses. The purpose of the article is to to fill this gap, to examine the works of British and American researchers, to consolidate their recommendations, and emphasize crucial aspects for enhancing the quality of university lectures. Theoretical and methodological base In the article we underscore the significance of establishing learning objectives, precise timing and structuring, reducing content volume, outlining lecture notes, careful selection of examples, and the lecturer's adaptability. Additionally, the author highlights the importance of understanding the main stages of delivering a lecture, recognizing the nuances of maintaining students' effective attention, and involving them in active learning practices. The results are the following. The article provides practical recommendations for lecturers based on the reviewed sources and the author's experience, accompanied by precautionary remarks. These precautions include avoiding the simultaneous use of numerous types of illustrative material and an excess of visual aids such as PowerPoint presentations. Such practices can lead to cognitive overload, as different processing forms may interfere with one another. Moreover, the article endeavors to conduct a more methodical analysis of efficacious techniques for preparing lectures, encompassing the critical stages of presentation. Furthermore, it seeks to delve into the nuances of captivating students' effective attention and involving them through practices associated with active learning.