Some intended learning sticks with us, some slips away into oblivion and most hovers somewhere in between. The determinants are nuanced and complex. In all of the current enthusiasm for so-called flipped classrooms and the wonders of the Khan Academy’s online lectures these distinction are often overlooked.
Part of the flipped idea is appealing and based on what is known from research in the learning sciences about the social nature of learning: Use class time to maximize learning that comes from active problem solving and the social interaction among students and between students and teachers. [Flipped classrooms have students learn their lessons at home via videos and other materials and do ‘homework’ in class.]
However, not enough attention is being paid to sorting out what is most effectively learned through reading, from listening to a lecture and from active social engagement in problem solving. Questions about the cognitive impact of listening to a lecture alone while being able to stop and replay, about whether students take advantage of that technical capacity, and under what circumstances are too often glossed over.
Little attention is given to the affective domain of learning.
Full Text: The difference between live and taped lectures – The Answer Sheet – The Washington Post.