Learning style and attitude measures were completed by 211 students, 45 lecturers, and 46 employers in psychology, pharmacy, and business. Most preferred group projects over lectures. Lecturers were abstract learners, employers active learners, and students less abstract and less active. (SK)

Describes the Guided Lecture Procedure (GLP), a procedure that requires students to suspend all notetaking and listen carefully during an approximately 20-minute lecture, followed by an active notetaking and small group interaction phase. Adds one extra requirement in the active notetaking phase: requiring each learner to write a question for the…

Shares some surprising results from a business communication program's recent experiment in using a large lecture format to teach an upper-division business communication course: approximately 90-95% of the students liked the large lecture format, and the quality of their communication deliverables was as good as that produced by students who took…

Discusses the lack of success with lecturing for academic library instruction and suggests active learning as a better alternative. Highlights include a historical overview of active learning; considerations for active learning in the library classroom; and active learning and library instruction for special groups. (LRW)

A previous study showed that elementary teaching majors enrolled in an inquiry-based physical science course developed chemistry content knowledge comparable to that of students enrolled in traditional lecture-based courses. This current study compares the views of these elementary teaching majors regarding how chemistry is taught and learned to…

This study aimed at comparing the effectiveness of problem-based learning (PBL) and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, two instructional methods were randomly assigned…

This study explored relations between students' motivational and cognitive orientations as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ), and their attitudes and choices relating to online lecture viewing. Examination performance was also assessed to determine if there were particular affinities between certain…

The art of lecturing is examined in detail and suggestions are offered on how to lecture in an effective manner. The first of two main sections deals with the preparation of lectures, offering guidance on such matters as determining the objectives, choosing the content, planning the structure, deciding on the method of delivery, and preparing…

This "toolkit" ring binder is designed to help teachers develop their professional practice in higher education and to enhance their instruction and assessment. A smaller bound version of this second edition is designed to be used by individual lecturers as their personal copy; it contains fewer tasks and activities. The chapters are: (1)…

Uses scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Indicates that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and…

The reasons behind the reading habits of undergraduate MIS students were examined to learn from the students' point of view why many don't read the textbook. Willingness to work hard on homework and project assignments and an appreciation of what is expected of them appears to be in place. However, carrots, sticks, ruses and requests all meet with…

This study found, with respect to student performance on tests and levels of student satisfaction with introductory business courses, that there are no differences in terms of the teaching method used (i.e., lecture or discussion). (JOW)

A group of 44 graduate nursing students were taught using the Internet and 53 via lectures. There were no significant differences in scores or satisfaction. However, Internet students were significantly more stimulated to learn; 73% attended at least 3 of 10 lectures although they were not required to. (SK)

Describes three studies that were performed to investigate the efficacy of digital PowerPoint lecturing in undergraduate classrooms. Results revealed that lecture difficulty, but not the method of lecturing, contributed to grade differences, and suggest that the efficacy of PowerPoint lecturing may be case specific rather than universal.…

No sensible historian would argue that using images in history lectures is a pedagogical waste of time. All people seem to accept the idea that visual elements (paintings, photographs, films, maps, charts, etc.) enhance the retention of historical information and add greatly to student enjoyment of the subject. However, there seems to be very…