As reflected in recent literature, university students are less engaged but have sharper expectations about what is provided by way of lectures and other learning processes. In particular, the literature acknowledges that increased hours of paid work and other responsibilities often mean that students question the need to attend classes at all, especially when the teaching and learning processes do not capture their interest. Consequently, some approaches to lecture delivery within universities are often ineffective in engaging students, and academic staff members feel increasing pressure on them to attract students’ attendance by employing IT and other media. Literature from Australia and other countries, however, critiques the learning value of both traditional and more innovative approaches to lecturing in universities. This paper also reports on results from a Tell-Us study focused on the perceptions of students in the School of Social Work & Social Policy about the university lecture – and the range of reasons for attending these or staying away. Based on these research outcomes, other findings from the literature and reflections about these sources of data, the paper makes some suggestions about how lecturing processes could be adjusted to better support students in becoming more engaged in their learning.

Keywords: university lectures, student attendance, IT support