50 alternatives to lecture

Alexandra M. Pickett
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50 Alternatives to Lecture
Almost any learning activity can be designed to be carried out in some way or another in
an online course. Most important is that the instructor must set up the activity with all the
supporting and explanatory documentation necessary for the students to understand fully
what they are to do, when, where in the course they are to do it, what is expected
specifically, and how they will be evaluated. Areas in the course must be designed and
set up in advance by the instructor to account for and accommodate, explain, model, and
evaluate each activity. Below are some ideas to get you thinking about what is possible
and how. For help implementing any of these ideas in your course, contact your assigned
instructional design partner.

1. Conduct an interview: A formal interview consists of a series of well-chosen
questions (and often a set of tasks or problems) that are designed to elicit a portrait of
a student's understanding about a concept or set of related concepts. The interview
may be conducted as an offline activity and videotaped or audio taped for later
analysis, or online asynchronously. Online course assignments and activities can be
designed to prepare interview questions either as individual or small group activities.

2. Guest speaker: Instructors can bring additional expertise into the "classroom" in the
form of virtual guest speakers. The instructor sets up a module or section in the
course for the interaction, sets up the activity, introduces the guest speaker, provides
access to the guest speaker, and creates the kick off document for the guest speaker to
use to start the discussion, or presentation. The Guest then interacts in the course .

3. Student-led discussion: Often associated with 'idea circles.' These are peer-led, small
group, or whole class discussions of concepts fueled by single, or multiple text
sources. Students work together with a student leader to build abstract understandings
from the facts, data, and details provided by a variety of resources. Variations include
students assuming the role of the professor, asking guiding questions, and facilitating
the discussion.

4. Student summaries: single sentence or paragraph. This simple technique challenges
students to answer the questions "Who does what to whom, when, where, how, and
why?" (represented by the letters WDWWWWHW) about a given topic, and then to
synthesize those answers into a simple informative, grammatical, and long summary
sentence. Can be used as a pop quiz. See below.

5. Pop a quiz: These quizzes can be used as "curve busters," opportunities for students
to earn extra points and improve their grades by answering questions correctly. Pop

Used with permission from the SUNY Learning Network 1

quizzes are unannounced and can be inserted at any time into any course module. A
pop quiz section to each module with an explanatory document can alert students that
a pop quiz might occur at any time. Information on the pop quiz aspect of the course
should be clearly detailed in the course in formation documents of the course and in
the module at a glance areas of module in which they are likely to occur.
6. Direct an observation: observations may include written field notes with detailed
accounts of an event, objects or people observed. They run the gamut of disciplines
from artistic to scientific observations. The observation is conducted as an offline
activity (See related, Field Trip). Online course assignments and activities can be
designed to prepare observation instruments either as individual or small group
activities.

7. Brainstorming: This is a technique for generating new, useful ideas, and promoting
creative thinking. It can be a very useful to help generate ideas for projects, encourage
shy or reluctant students or solve problems. This can be conducted online as a small
group discussion activity or with the class as a whole.

8. Build consensus: Students are expected to look for key themes of a given topic and
post their position. Next students read others messages, look for an ideal framework
and post a message supporting more than one position. In the following stage,
students also post a message supporting more than one position. Finally, there is a
debriefing, discussion and final evaluation. A specific example is the Jigsaw method.
It is a useful for encouraging cooperation. In this technique students are arranged in
"expert" groups, responsible for developing an approach to solving part of the
problem. Students are then rearranged in "home" groups with one person from each
of the expert groups and are expected to find an overall solution. This is then brought
together by the instructor by having each group report their overall solution. This can
be organized as an online activity using small groups. Careful planning, explanation,
and course document set up is necessary to have this flow well and in a timely way.
Tip: As an online activity, the best results are when the instructor assigns members to
groups and assigns roles within the groups in advance, rather than letting student self
select into groups, and workout roles.

9. Buzz groups: A group is divided into sub-groups of from 3 to 6 persons each for a
brief period of time, to discuss an assigned topic or to solve a problem. A
representative is sometimes selected from each sub-group to report the findings to the
entire group. It allows for total participation by group members through small clusters
of participants, followed by discussion of the entire group. It is used as a technique to
get participation from every individual in the group. This activity is implemented
online via small group discussion activities.

10. Case Histories: Case teaching presents authentic, concrete teaching problems for
students to analyze. Teaching cases have long been a cornerstone of professional
training in schools of business, law, and medicine. It provides models of how to think
professionally about problems. Online case studies or histories can be set up as


activities for individual or small group work.

11. Chain story, poem, or article: The teacher begins e.g., 'One morning Ben got up &
went to work.' A student is invited to continue with another sentence & so on round
the class. You provide the linkers - 'and then', 'so', 'next', ....' finally'; good for
conditionals. Each person adds to what the previous person told, ending on a cliff-
hanger phrase such as, "but suddenly..." or "but when he opened the door he saw..."
and so on -- the trick being to work the word in so that it fits the story. This works for
poems, articles, and dialogue, too. This can be set up as an online activity either as a
discussion with the class as a whole or in small groups. Every time a new person logs
in to the course they add to the story...

12. Chain math or science problem: The teacher or a student poses a multi-staged
problem where one student after another offers one step in its solution. This is done in
small groups. Variation: students are given a list of solutions, and asked to create the
corresponding problems. The instructor gives guidance on what type of problem the
solution is to. This can be set up as an online activity either as a written assignment
with the "save for class" option and including the class as a whole or in small groups.
Every time a new person logs in to the course they add a step to the solution or
problem. The first person to save their response gets the credit for that level.
Duplicate or concurrent respondents have to redo their response at a different level.

13. Charts: They can be used in a variety of ways in all disciplines, sometimes teacher-,
other times student-generated to cover a vast array of topics. Closely related is the
Categorizing Grid. Charts can be created using various software programs and
attached to assignment documents for the instructor, for the class, or in small groups;
both as stand alone documents or as supportive materials to a presentation or paper.

14. Chalkboards/Whiteboards: Teachers or students use these to outline, summarize,
and highlight concepts and information. Online these can be created in PowerPoint or
other graphics programs and attached as files to assignment documents. There are
also tools that can be used synchronously online specifically for this purpose that may
include capture and playback options as a feature.

15. Class created annotated bibliography: A glossary of various types of resources for
any discipline. Using the Shared References Area and form students can be directed
to regularly contribute a certain number of shared references to the class. As a
directed learning activity the instructor can evaluate the student on the quantity of
submissions, and require that the student include a summary of the resource as well as
an evaluation of the resource. There are fields on the shared references form for
summary and evaluation notes and to document the type of resource.

16. Conduct a survey: The teacher or students devise a survey instrument to use in or
outside class. One example of a teacher-created survey is an attitude survey of
students that provides valuable information on student perceptions of their online
course experience, or as a mechanism to poll students on a particular course-related


topic. Students can also work in small groups to design instruments that they then
implement offline and return to the group or class to report on.

17. Debate: Informal debates encourage students to think critically about an issue or
issues presented in class and allow for interactive class discussion. It is implemented
by dividing students into two groups and assigning each a point of view to debate
based on controversial material that had been presented in class. It is a pro-and-con
discussion of a controversial issue. The objective is to convince the class (audience),
rather than display skill in attacking the opponent. This can be done using the small
group for preparation of the strategy of each side, and discussion areas for the actual
presentation of the debate in the online course.

18. Demonstration: Teacher or students demonstrate a concept, procedure, or technique.
This can be an online or offline activity. Online, it might be presented as a discussion
with supporting documents or graphics. Offline, it might be video or audio taped to be
turned into the instructor, with a section in the online course for reflections on the
process. Or, a video or audiotape sent to the students by the instructor, with a section
in the online course for reflections on the process.

19. Discussion: Lively online discussion fosters democratic participation and enhances
learning. It emphasizes participation, dialogue, and two-way communication. The
discussion method is one in which the instructor and a group of students consider a
topic, issue, theory, or problem and exchange information, experiences, ideas,
opinions, reactions, and conclusions with one another. Teaching by online discussion
can be an extremely effective means of helping students apply abstract ideas and
think critically about what they are learning and how to use and evaluate online and
other resources to support their positions. Variation: student - led online discussions.
Online discussion questions work best that are open ended and provocative.
Instructors need to make sure students understand what is expected and how they will
be evaluated. Students must be clear on how to take a position and support it. See
related, Questions and Answers.

20. Field trips: This strategy increases motivation and highlights the application of
classroom material to the real world. It is an excellent opportunity to facilitate
learning outside of the online classroom in an interesting and purposeful way. Field
notes, reports, inventories, and treasure hunt lists, can be developed in the online
course individually or in small groups and then used in the field trip. Students can
then return to the course to report on their experiences to the class or in small groups.
Variation: Students can also videotape the field trip and turn it into the instructor. See
related, Direct an Observation.

21. Film/Video: As an offline activity for an online course, these visual tools help build
background for particular topics or motivate student reaction and analysis. They
encourage the use and development of communication skills and can be used to
establish a social context for English as a second language, or to provide visual
"texts" for deaf students. Film/Video/Audio etc. can be developed by the instructor


and sent out to students, or in some cases students can be directed to find a particular
resource at the local library or video rental store.

22. Group activity: There is a nearly endless list of group and collaborative activities
you can do in the online classroom. The group discussion, for example, provides an
opportunity for pooling of ideas, experience, and knowledge.
23. Keep a journal: Journal entries provide students an opportunity to make
observations and reflect on their learning or development of a skill. This can be saved
privately by the student and then periodically turned in to the instructor or submitted
to the instructor on more regular intervals. Journaling activities can also be done in
pairs or small groups with peer review intervals.

24. Games: They can be used to teach everything from art to zoology and are only
limited by the imagination. Online or offline games can be used. Students can work
individually or in small groups.

25. Laboratory: This is where students apply what they have learned. Labs can be set up
as online experiments using simulation web sites, or software, or off line as actual
experiments that the students conduct and then return to the class to report their
findings. Lab packets can be sent to students including anything from seeds to sprout
to a dead cat for dissection... Set up for this activity is rigorous and essential.

26. Learning teams: This group method encourages full participation from students in
the learning process, provides shared support among students and promotes
individual preparation prior to class. This can be accomplished online using the small
group areas. See variation, Study Groups.

27. Maps: Concept and diagram maps are used to explain concepts. They can be student-,
or teacher-generated. They can be created in spreadsheets or other graphics software
programs and attached as files to assignment documents or imported into the course
for display.

28. Memorization: There are a variety of memory techniques that students can devise,
learn about, and practice as online and off line activities. In an online course that
requires memorization, the self-test is a useful study tool to help students self assess.

29. Models: Teaching and learning models add dimension to the learning environment
even when they are abstract. In an online classroom, models can be used as examples
to clarify what is expected from the student in terms of behavior, responses, quality of
work, etc.

30. News Articles: Topical news stories are a great source of teaching material. They can
raise the level of involvement and participation that the students have in the lesson. In
an online class, topical news stories can be used to bring in current events or to target
learning to the individual interests of students, or to target learning to timely topics.
To do this in an online course where everything must be created prior to the first day


of class, the structure of the course is designed in advance to explain, and
accommodate timely topical new, e.g., place holder documents are created in the
course in a Module called "the news room" where topical news based activities will
appear as they happen in the news. Variation: Students pick a news story, item, trend,
issue and follow it and post assignments related to their topic designed build expertise
in the student on that topic, e.g., student becomes an expert related to the economics
of South Africa, by reviewing an assigned list of periodicals for a certain period of
time and completing a series of assignments designed to probe the topic, leading a
small group discussion, and writing a paper to synthesize a report on the topic.

31. Object/Object Lessons: Activities specifically developed to target the nature of
science concepts serve as object lessons that can enhance online discussions.

32. Panels: An online discussion among a selected group of students with an assigned
leader, in front of the class that joins in later. It is used as a technique to stimulate
interest and thinking, and to provoke better discussion. With setup and explanation
this can be done online using online discussion. Students are broken into
groups/panels, given a topic, and a leader is assigned. The discussion in each group is
restricted to group members but members from other groups are assigned to pick
other panels to follow and then at a specific time are invited to pose questions to the
panel and participate in the discussion.

33. Paradox: It helps students move beyond either/or toward both/and thinking. A
paradox presented online to a student, a small group, or to the class can be a very
effective discussion starter, written assignment, or small group activity -to problem-
solve. See related, Puzzles.

34. Peer Review: Student peer review is often used to increase the amount of feedback
students receive on their writing and speaking assignments, but it can be applied to a
variety of activities. Variation: Peer observations are different from the peer review.
You aren't asked to review, rank, or evaluate your peers, but provide formative
information, to help a person improve, change, and grow as a writer. Online this can
be done in assigned pairs or in small groups.

35. Picture Studies: Use of pictures & diagrams in the classroom. Graphics files can be
imported or attached to documents in an online course by the instructor of the student
to illustrate, support, document, or demonstrate.

36. Problem Solving: Online, students solve given or self-generated problems
individually or in groups.

37. Projects: These can be done individually, in pairs or groups, student- or teacher
designed. They can be online or offline activities. They can be posted online, to the
instructor, to the class, to a small group, for evaluation, review or discussion. Or sent
in to the instructor for evaluation, e.g., a sculpture, a video demonstrating a skill, an


audiotape of a conversation in a foreign language, etc.

38. Puzzles: These cover all disciplines and may be verbal (written), mathematical,
conceptual or concrete. A puzzle presented online to a student, a small group, or to
the class can be a very effective discussion starter, written assignment, or small group
activity -to problem-solve. See related, Paradox.

39. Quiz or self-test: Questions may be short essay, multipart, matching, multiple
choice, short answer, true/false, etc.

40. Questions and Answers: A variation on the ancient Socratic method. This as an
online activity can be done with the entire class or in pairs or groups. Student and
teacher may reverse roles. See related, Discussion.

41. Report: An online report may occur in a variety of formats and may be delivered
individually or as a group effort, to the entire class or to small groups, or to the
instructor. The instructor must set up the location in the course for reports and clearly
document, how, when, and where reports are expected.

42. Review: An online review may have various resources as its object such as a book,
article, a performance, etc. Variation: Students can peer review each other's work.

43. Role Playing: The spontaneous acting out of a situation or an incident by selected
members of the group. It may be used as the basis of developing clearer insights into
the feelings of people and the forces in a situation that facilitate or block good human
relations. Online a role-play has documented and assigned roles, scenarios that set up
the situation or incident and can be carried out in small groups. The instructor must
provide very clear definition of roles, role assignment, activity set up, explanations,
etc. A role-play must be carefully planned and executed in an online course for it to
work. See related, Simulation.

44. Skits: Skit writing can easily be incorporated into an online classroom including
science and math to make concepts and ideas come alive. A skit can also be carried
out in an online classroom as an offline activity that is video taped and turned into the
instructor for review and evaluation. A report /description of the skit can be submitted
by the student online to the class to incorporate it as part of the online course.

45. Simulations: (1) Provide a way of creating a rich communicative environment (a
representation of reality) where students actively become a part of some real-world
system and function according to predetermined roles as members of that group.
Some examples include the Analytic Memo, In Basket (Manager's Box); Committee
Hearing; management lab (corporate business); treasure hunt; web quest; Sam's Café
(philosophical perspectives); Point Counter Point; U.N Council Meeting; Let's Do
Business!, etc. Rigorous set up for this type of activity is required on the part of the
instructor. Definition of roles, role assignment, and activity set up, explanations, etc.,
must be carefully planned and executed in an online course for this to work. See


related, Role Play. (2) Multimedia simulations can be added to an online course to
illustrate, explain, deconstruct a process, function, system, etc. Simulations can be
distributed to students on CDs as accompanying materials to the course, added as
objects or links to a course as presentation material, be incorporated into a course as a
component of test or quiz, etc.

46. Storytelling: This is a powerful teaching strategy that can be used online not only in
English, but also in history and any disciplines with an historical background, which
includes all.

47. Study Groups: Students can be assigned to pairs or small groups to help each other
out in the course for the entire duration of the course, or to rotate with time or change
in topic. See variation, Learning Teams.

48. Symposium: An ancient Greek instructional technique. It is a discussion in which the
topic is broken into its various phases; each part is presented by an expert or person
well informed on that particular phase, in a brief, concise speech. Online, students can
perfect their phase individually or in small groups with discussion and assignments
designed by the instructor or the students to perfect their brief concise "speech," and
then be directed to present it to the entire class.

49. Take a poll: This is a quick technique that can be used to take the pulse of the class,
highlight differences of opinion or interpretation, and surface assumptions. Instructors
can use the test/self-test or multipart written assignment forms to create their online
polls.

50. Testimonies: Personal testimonies bring life to any learning environment. Online
self-disclosure can be easier for some with an aspect or illusion of anonymity because
of the lack of face-to-face presence. Ground rules need to be set up to establish
expectations for confidentiality, online courteous behavior, and respect for each other.

Researched by John Prusch and written and adapted for online instruction by Alexandra M. Pickett.


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