sees dialogue as a crucial component of learning and she states that it is almost impossibl e to achieve in lectures. This paper identifies eight impediments to dialogue in lectures, and shows how they are or can be overcome by (a) adjusting the activit ies that take place within lectures, (b) using existing Grou p Response Systems (GRSs), and (c) using extensions t o GRSs proposed in this paper. In addition to facili tating dialogue within lectures, this paper shows how a re cord of the lecture-based dialogue could be used to improve learning environments outside the lecture.