Be there or be square: the strange art of lecturing

The fact that many of us liked it, were challenged by it and stepped up to the "performance art" aspects and drew enthusiastically from our am-dram pasts doesn't address the key issue that life and technology have moved on. In many cases a better pedagogy is now available - the creatively developed and delivered online recorded "lecture" (broadly defined) supported by appropriate discussions/Q&A's etc., which are usually better in person.

I agree with the comment above, time has moved on, and better pedagogy is available. Just because we 'like' it does not mean we can remain here. It is about the students not us.

Whilst I agree with much of what Dr Sugg has to say about the best of in-person, interactive lecturing ... the lived reality is that modern technology enables other, new, different and complementary opportunities for learning. Whilst some students thrive whilst taking their own notes during a lecture with few visuals and no support materials, others struggle. Accessibility and other issues need to be addressed as HE tackles widening participation challenges. Perhaps the answer lies in a creative combination of passive, prepared resources consumed as required AND live, in-person and spontaneous conversations to deepen, enrich and personalise learning. Oh, and describing business studies as "arguably a pseudo-academic subject" is more than a little insulting to the vast numbers of academic staff and students in our schools of business and management across our universities (including your own). Robert MacIntosh, Chair of the Chartered Association of Business Schools

I was quite enjoying this, until some more obnoxious elements of the author's worldview started to peak though. Pitting a pseudo-academic "them" against a presumably real academic "us" doesn't do you or higher education any favours, mate.