Traditional education models generally revolve around lectures, but new findings from HCII Professor Ken Koedinger and a team of Carnegie Mellon researchers shows that lectures aren't nearly as effective as people think they are — at least those of the video variety.
A recent column, "Did You Love Watching Lectures From Your Professors?," published in both The Hechinger Report and U.S. News & World Report, outlines the specifics of Koedinger's research and the team's overall findings.
"Koedinger didn’t study live lectures, but recorded ones that were part of a free online psychology class produced by the Georgia Institute of Technology," the article noted. "He and a team of four Carnegie Mellon researchers mined the data from almost 28,000 students who took the course over the Coursera platform for Massive Open Online Courses (MOOCs). They found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam. Students who primarily learned through reading, or a combination of reading and video lectures, did a bit better, but not much."