Traditional lectures versus active learning – A false dichotomy?

Traditional lectures are commonly understood to be a teacher-centered mode of instruction where the main aim is provision explanations by an educator students. Recent literature in higher education overwhelmingly depicts this as inferior compared desired student-centered models based on active learning techniques. First, using four-quadrant model educational environments, we address common confusion related conflation two prevalent dichotomies focusing key dimensions: (1) extent which students prompted engage actively and (2) expert provided. Second, case study, describe evolution tertiary mathematics education, showing how traditional can still play valuable role, provided it suitably embedded course design. We support our argument analyzing teaching practice environment third-year abstract algebra through lens Stanislas Dehaene's theoretical framework for effective learning. The framework, comprising 'four pillars learning', state-of-the-art conception facilitated according cognitive science, psychology neuroscience findings. In illustrate how, over time, unit design approach have evolved into that aligns with four conclude do evolve optimize environments erection dichotomy 'traditional versus learning' no longer relevant.