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The efficiency of lecturing or large group teaching has been called into question for many years. An abundance of literature details the components of effective teaching which are not provided in the traditional lecture setting, with many alternative methods of teaching recommended. However, with continued constraints on resources large group teaching is here to stay and student’s expect and are familiar with this method. Technology Enhanced Learning may be the way forward, to prevent educators from “throwing out the baby with the bath water”. TEL could help Educator’s especially in the area of life sciences which is often taught by lectures to engage and involve students in their learning, provide feedback and incorporate the “quality” of small group teaching, case studies and Enquiry Based Learning into the large group setting thus promoting effective and deep learning. Life Sciences and Nursing students. It has been recognised that as nursing practice becomes more autonomous there is an increasing need to apply bioscience knowledge in practice (Eraut et al, 1995). Despite the emphasis on social and behavioural sciences in the 1980’s it is acknowledged nowadays that life science knowledge is essential for nursing competence and should form a substantial part of the knowledge base for nurses (Clancy et al, 2000). However, nursing students often find the concepts difficult to understand and question their relevance to practice (Davies et al, 2000). The difficulty of teaching and learning life science in nursing is multifactorial (Efstathiou, 2012). Akinsanya and Hayward (1980) and Al-Modhefer and Roe (2009) suggest that the depth taught to nursing students is inappropriate; Courtenay (1991) also explains that teaching of life sciences is often with large lecture groups where students are at different academic paces. Larcombe and Dick (2003) and Montgomery et al, (2009) note that the widening of entry criteria for nursing courses has also contributed to the difficulties as students are not always well grounded in science before entering higher education and there are also increasing numbers of mature students who have no scientific background at all. In addition life science is often taught in large classes to first year nursing students creating a further challenge because of the complex concepts that need to be explored and the students’ lack of confidence in learning (Al-Modhefer and Roe 2009). There is evidence to suggest that students sometimes have difficulty in comprehending much of the lecture material and tend to focus on the details rather than understanding the concepts (Cain et al, 2009). However lecturing is the most common method of teaching groups as it is perceived to be efficient and economical particularly with large classes of students (Race, 2001). The challenge for the lecturer was to deliver curriculums in such a way as to promote deep learning and understanding, and engage students enabling them to link theory to practice to meet the NMC progression points (NMC, 2010). Recent advances in educational technology can go some way to assist the lecturer in this task.

How Using Technology Enhanced Learning Could Help Modernise Traditional Large Group Teaching or Lecturing