A lecture can also be an ego-trip for the lecturer, however. It is not as difficult to present an extended monologue as it is to facilitate an interactive experience in which the objective is to assure that participants go home with something they can use. For those in ministry, one of the major objectives of a learning experience will be its usefulness in the edification of those one serves. There is sufficient research to show that one remembers and applies little of what one hears, but much, much more of what one hears, reads, sees, tests and develops. There's a topic on which I'd like to spend some time.
Teachers tend to repeat in their teaching styles what they themselves experienced.
Peer teaching techniques and mentoring approaches can help individuals learn. The bottom line is to focus on learners, not teachers. Teachers are present to facilitate the learning process. Interaction with peers is valuable We've talked a good deal about how learning events might be shaped to help adult learners, even though you began by saying that a lot of adult learning might be done independently. Of course, even though adults may do some learning independently, it doesn't mean that learning is ever devoid of interaction with peers or experts.