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Direct linkDantus, Sabine Jean – Distance Learning, 2022
Massive open online courses (MOOCs) are open online courses available to any learner who wants to enroll. Many traditional educational institutions were forced to close their doors temporarily during the COVID-19 pandemic. Before the pandemic in 2020, the most significant increase in interest and enrollment in MOOCs happened in 2012 (Impey &…
Descriptors: MOOCs, COVID-19, Pandemics, Enrollment
Mitchell, Phillipa; Forer, Pip – Journal of Geography in Higher Education, 2010
Focusing on "Digital Worlds", a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered…
Descriptors: Electronic Learning, Distance Education, Geography, Blended Learning
Majerich, David M.; Schmuckler, Joseph S. – Journal of College Science Teaching, 2007
A large enrollment, instructor-centered chemistry course taught with science demonstrations was transformed into one that was more student-centered. Course survey and examination results revealed more positive perceptions of the benefits of demonstrations and greater content mastery for students in the modified course than for those in the…
Descriptors: Student Attitudes, Chemistry, Science Instruction, Educational Benefits
Burgan, Mary – Change: The Magazine of Higher Learning, 2006
In this article, the author presents her arguments in favor of lecturing. She believes that students benefit from seeing education embodied in a master learner who teaches what she has learned. She concludes that lecturing should be defended because a narrow view of learning as mainly self-generated misses the fact that the vitality of the…
Descriptors: Lecture Method, Teacher Student Relationship, College Students, Higher Education
Peer reviewedLeit, Richard A.; Humphries, Gail – Teaching of Psychology, 1999
Presents a course that integrates psychology and drama in order to study drama therapy and psychodrama. Explains that the instructors utilized both a lecture method and an active learning approach to increase student motivation. Describes the course, addresses the benefits for the students, and discusses the students' reactions to the course. (CMK)
Descriptors: Course Content, Course Evaluation, Drama, Educational Benefits
Peer reviewedMarulio, Sam – Teaching Sociology, 1998
Investigates undergraduate students' development and sociological learning by comparing two classes of students enrolled in a Race and Ethnic Relations course in which one section utilized service learning and the other was a lecture-discussion course with experiential exercises. Reports that service learning improved student learning in areas…
Descriptors: Course Content, Discussion (Teaching Technique), Educational Benefits, Experiential Learning
