This paper considers how active learning events in the form of problem solving/discussion events can be combined with the traditional lecture to better support good teaching and student learning in information systems (IS) education. A single case study is used to illustrate and evaluate the effectiveness of small group problem solving and…

Results of three studies comparing lecture/discussion to a Personalized System of Instruction (PSI) suggest that students perform better using PSI. (SK)

Investigated the efficacy of experiential modeling-role-playing and lecture-discussion training techniques for college student mental health paraprofessionals. The Helper Response Preference Inventory and the Group Assessment of Interpersonal Traits revealed significantly better counseling skills for students trained with modeling-role-playing…

Described is a workshop for graduate students and faculty members that focused on improvement of teaching methods. Topics included were: common weaknesses of inexperienced lecturers, diagnosing teaching weaknesses, elements of a good lecture, creating an atmosphere of participation, Piaget's developmental psychology, behavioral objectives,…

Presented are studies which confirm the idea that factors related to the format, the order of items presented, and the presentation style can affect the impact of information and student recall. Discussed are dynamic presentations, enumerated items, impact and timing, pairing of items, data summaries, and information load. (CW)

This article profiles the teaching careers of history professor Giovanni Costigan of the University of Washington and English professor Tommy Howells of Whitman College in Walla Walla (Washington). It maintains that both men were accomplished lecturers who set the standard for their respective campuses and corners of Washington State. (MDM)

This article discusses the advantages of delivering course content by classroom multimedia rather than by traditional lecture, and describes a three-tiered approach used by Salisbury State University (MD) to motivate and train those faculty willing to adapt presentations for the use of multimedia technology. The method hinges on faculty sharing…

Compares outcomes in developmental mathematics classes that used lectures with classes that utilized computer-mediated instruction. Finds that the results showed no significant differences on common exams. States that course satisfaction levels, however, were higher in computer-mediated classes, partly because students wanted greater control over…

Student success in solving physics problems is related to the representational format of the problem. We study student representational competence in two large-lecture algebra-based introductory university physics courses with approximately 600 participants total. We examined student performance on homework problems given in four different…

In a recent study we showed that physics students' problem-solving performance can depend strongly on problem representation, and that giving students a choice of problem representation can have a significant impact on their performance [ P. B. Kohl and N. D. Finklestein, Phys. Rev. ST. Phys. Educ. Res. 1, 010104 (2005) ] In this paper, we…

This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in…

This study, conducted at the University of Memphis (Tennessee), compared the effects of a self-paced method of instruction on the attitudes and perceptions of students enrolled in an undergraduate statistics course with those of a comparable group of students taking statistics in a traditional lecture setting. The non-traditional course used a…

This study sought to determine whether mnemonics or lecture was a more effective teaching technique in the instruction of world geography facts within a pull-out gifted education program for eight elementary-level minority students from a Hispanic dominant school within a rural, Hispanic dominant district. Graphic results supported the hypothesis…

Several recent investigations have suggested that students need help with their notes, as even successful students may fail to record many ideas communicated by the lecturer. Results also suggest that there is value in having students participate in the notetaking process in that they are more likely to remember what they have noted, even if full…