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@article{ Huxham2005,
 title = {Learning in lectures},
 author = {Huxham, Mark},
 journal = {Active Learning in Higher Education},
 number = {1},
 pages = {17-31},
 volume = {6},
 year = {2005},
 doi = {https://doi.org/10.1177/1469787405049943},
 urn = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-230927},
 abstract = {Many educational development resources recommend making conventional lectures more                interactive. However, there is little firm evidence supporting either the                acceptability (to students) or efficacy of doing so. This research examined the use                of short ‘interactive windows’ (discussions and problem-solving                exercises) in first year evolution lectures delivered to between 73 and 126 students                over five years. Semi-structured evaluations of the teaching, involving more than                500 responses, identified the interactive nature of the lectures as the single most                popular feature of the sessions. The division of the year class into two separate                groups allowed the opportunistic testing of how interactive windows influenced                learning about discrete problems within each lecture. Two short problem-solving or                discussion sessions were devised for each lecture; one of these sessions was taught                interactively to the first student group, the second was taught interactively to the                second group. Comparing test scores achieved in questions addressing these paired                problems showed strong evidence for a generally weak, positive influence of the                interactive windows on recall and learning.},
 keywords = {Evaluation; evaluation}}