Last semester in the Chronicle of Higher Education there was an article that asked, "Can The Lecture Be Saved?" This semester in the midst of shuttered campuses there has been far fewer traditional lectures. By "traditional" I mean the long ones you might have sat through in a 90-minute class or the dreaded 3-hour graduate class.
In general, I think lecture times have decreased in the past 20 years. Building online courses during those years, I have always strongly encouraged faculty to chunk their traditional lectures into shorter mini-lectures. Student attention spans have decreased, perhaps partially because they are used to videos online from YouTube stars to Khan Academy being 20 minutes or less.
Faculty have also been told that lecturing is bad. Educators have gone through "flipping the classroom" and “active learning” and have been told that they should not be the "sage on the stage" but rather the "guide on the side." Still, a lecture can transmit the knowledge level that even Bloom knew was necessary for learning. He believed that knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.” A lecture is one way to deliver that.
That Chronicle article says that faculty should not feel guilty about doing some lecturing., but the secret is to make it interactive. Part of that means that instructors break up their lectures with other activities that reinforce what students learn through the lecture, and also encourage them to apply it. A term used is "interactive lecturing."
In my discussions the past two months with teachers in high schools and colleges, the sense I get is that their online classes are very much not lecture-based. When they do present content via video (and for some just audio) it is shorter than a "lecture" and less formal.
The article focuses on how Claire Major, a professor of higher education administration at the University of Alabama, arrived at her own teaching style. Some of what she recommends is on this interactive lecturing quick reference chart (pdf).
The structure she tries to use for each class is a good, simple instructional design to consider online or in a physical classroom.
She includes "bookends" to begin and end class. I liked using a 5-minute writing task at the very start of class (sometimes as students entered the room). I learned this many years ago as the "anticipatory set" of the lesson. It might be a question to gauge their knowledge of one of the session's topics or it could be to be at Bloom's comprehension level by asking them to explain, summarize, paraphrase, illustrate to any other action to show that they can comprehend or interpret information based on prior learning.
Major's "overlays" are used to encourage students to pay attention during the lecture portion of the class. Like her, I sometimes used cloze activities (AKA guided notes) that could be completed by listening to the lecture. I knew them from my K12 teaching and brought them to a number of college teachers as a way to check comprehension as a self-check for students or for me to check their comprehension.
Similarly, her "interleaves" are activities during class to help students apply what they just learned. The "think-pair-share" exercise is hardly new to most teachers. Hands-on activities and group work easier in a physical classroom than online. But online you need to structure activities to be completed by students before allowing them to continue with a lesson. Most learning management systems and some screen capture and video programs have tools to include checks for comprehension points in a lesson.
Should the lecture be saved? Yes, saved for when necessary, and redefined.