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LECTURES IN MODERN INSTITUTIONS OF HIGHER LEARNING: INTERACTIVE APPROACH

Statement of the problem and the purpose of the article. The article contributes to scholarly understanding of lecture-based courses at the higher education of today. The primary attention is focused on the place of lecture in the process of teaching given the mass implementation of active and interactive methods. 
The research methodology consists in the analysis of research works of international and Russian university teachers and scholars recognized by scientific community. The article presents the result of scholarly analysis of 146 research works, including 89 papers in English. 
Research results. No significant differences have been found among three widespread teaching approaches (lecture-based, active, and flipped learning) for learning efficiency. Lecture and active learning are not mutually exclusive teaching methods, they form a dialectical tension that can be resolved by shifting to an interactive lecture. 
Conclusion. In conclusion, lecture is assumed to be not an outdated teaching method but rather a great potential asset that can be achieved by implementing the elements of both, active and interactive learning. Active and interactive elements of a modern lecture allow to optimize the student-centered teaching and to provide the visual methods usage (which is necessary due to psychological and cognitive features of contemporary students).