Lectures have become outdated as the default

A timely debate is unfolding in Norway regarding the relevance of traditional lectures in higher education, particularly in light of digital advancements and artificial intelligence. Einar Lie from the University of Oslo and Inga Strümke from NTNU have raised concerns about student attention and presence in lecture halls, with Lie calling for a "major effort" from universities and students to restore focus. Strümke expresses apprehension about ensuring 700 students are both physically and mentally engaged.

The authors of this article share these concerns, emphasizing that learning requires concentration and effort. However, they argue that if a "major effort" is needed to capture student attention, universities must also undertake a significant pedagogical overhaul. They point to the increasing tendency of students to turn to their screens as a sign of an underlying pedagogical problem. The rise of AI assistants like Copilot, readily available video lectures, and tools like ChatGPT that can explain complex topics fundamentally alters students' access to knowledge and problem-solving.

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universities and students themselves must make a major effort here, to bring attention and concentration back to the lecture halls

Given these technological shifts, teaching methods must adapt. The role of educators, the article suggests, is evolving from simply providing knowledge to helping students wisely use and critically evaluate both information and technology. While traditional large-scale lectures have historically offered economies of scale by allowing one instructor to deliver content to many students, digital formats now offer alternatives. Short videos, podcasts, and interactive resources can make academic content accessible and adaptable to individual learning paces.

This shift allows for personalized learning and redefines the purpose of large-group sessions. Instead of passive information delivery, technology can handle scalable content, freeing up in-person time for developing essential skills such as critical reflection, problem-solving, analytical judgment, and collaboration. The article concludes that while a well-executed lecture can still provide valuable overview and spark curiosity, the lecture format should not be the automatic, default solution for university teaching, especially when faced with large student numbers.

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If technology is changing students' access to knowledge, explanations, and problem-solving so fundamentally, it must also have consequences for how we teach.