Reported is the evaluation of a program in which lectures were integrated with programmed instruction assignments and a series of quizzes which concluded that PI can be an effective means of teaching large classes. (JB)

Research comparing "learning from a programmed text, augmented (audio-visual) lectures, and straight lectures." (Authors/LS)

A particular instance in which a professor at one college gave a lecture course at another by means of a telephone communication system serves as the basis for discussing this method of instruction in general. (LS)

Describes a study which investigated the effectiveness of a simulation-gaming method of instruction to teach a college level introductory economics course. Also investigated were the interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction. (RM)

This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation-gaming method and the lecture-discussion method to increase the economic knowledge, retention of economic knowledge, and interest toward economics of college students enrolled in an introductory economics course.…

Reports the result of an experiment in a college level American Social Policy course to determine the effectiveness of a simulation as a teaching method which increases cognitive learning. Results are negative. Students attending lectures scored somewhat higher than students involved in the simulation. (Author/RM)

Addresses concerns related to the replacement of large lecture courses by immersive digital environments with similarities to advanced videogames. Explains why the large lecture format deserves replacement, reviews the field of game-based learning, and illustrates the approach in the example of an introductory psychology class. (SLD)

An experiment with 109 college students examined the effects of advance organizers and repeating a lecture on test performance. Advance organizers that integrated subtopic information (linear and matrix organizers) increased recall of subtopic information but more general organizers (conventional) aided overall recall, especially general topic…

Examined effectiveness of suicide awareness curriculum presented to 73 college undergraduates and assessed two methods of instruction: lectures plus handouts or handouts only. Univariate analyses demonstrated significant treatment effects for all dependent measures: Suicide Intervention Response Inventory, Knowledge of Suicide Test, Suicide…

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…

For more than 20 years, two courses, History, Education, and Guidance of the Deaf/Hard of Hearing and Introduction to Instructional Methods for the Deaf/Hard of Hearing, have been taught at Bloomsburg University of Pennsylvania using a traditional lecture format. A state grant provided funding to explore the use of technology to teach online…

"Principles and Standards for School Mathematics" outlines essential features crucial to teaching mathematics so that all students have opportunities to learn mathematics content with conceptual understanding. Although the document outlines extensive goals for the teaching and learning of mathematics, the majority of classrooms fall short in its…

This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period…