Discussion of computer-based learning (CBL) in universities focuses on a study in the United Kingdom that measured the effectiveness of replacing lectures with CBL materials. Describes the results of questionnaires used to assess students' perceptions of the usefulness and effectiveness of the CBL materials compared to lectures. (Author/LRW)

The current study was designed to examine the delivery of a graduate course in statistics via distance education compared to the same course offered in its standard lecture format. The sample for this study consisted of two separate groups of graduate students: The Group T (the traditional group) consisted of 80 students and the Group D (the…

Computer-based instructional applications are considered an effective alternative to traditional teaching methods and today in numerous educational and training settings, interactive computer programs are used to teach young students and adults computer literacy skills. The purpose of this study is to compare the attitudes and motivations of…

This study compared the effectiveness of the use of computer-based training (CBT) and instructor-based training (IBT) to train teaching assistants how to use the word processing program Microsoft Word. Thirteen faculty, staff, and graduate student volunteers served as subjects and were randomly assigned to either the computer-based or…

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…

Use of active learning techniques of role-playing and simulation in an industrial psychology course (n=29 students) is described and assessed. Subjective reports and objective assessments of knowledge retention indicate the approach was effective. The differential importance of active learning and passive learning (lecture) in the college…

Discussion of changes in academic library instruction needed for teaching Internet access to electronic databases focuses on a study at the University of Connecticut that compared differences in effectiveness between an online, real-time hands-on class with an eclectic format that combined lecture and a hands-on component. (Author/LRW)

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)

Discussion of the use of hypertext focuses on a study conducted at the University of Connecticut that evaluated the effectiveness and acceptance of a hypertext document under one of three different learning conditions: (1) in competition with standard lectures, (2) as a supplement to lectures, and (3) as a replacement for lectures. (14 references)…

Describes an evaluation of lectures in a computer-based, personalized system of instruction (PSI) introductory psychology class. Results question the effectiveness of lectures, based on students instructor evaluations, student characteristics, personality test scores, and academic performance. (Author/LRW)

Study analyzes three dimensions of teaching quality perceived by Chinese students in Hong Kong, China: satisfaction with lecturing; satisfaction with course-design; and a self-rated measure of effort devoted to studying. Results reveal that the strongest effect on course ratings came from students' judgment of aspects of course design and…

Educational literature is overflowing with testimonials, data, and research confirming that collaborative group work, at its best, produces better results (Baer 2003; Johnson and Johnson 1994; McKeachie 2002). Many claim that students enjoy group work and that it leads to both increased learning and enhanced social skills. If this is commonly…

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…

This study examined whether mnemonics or lecture was a more effective teaching technique in the instruction of world geography facts to eight gifted minority students (grades 2-5) in a pull-out program. An alternating treatment design was used. The inquiry was divided into two phases, mnemonics and lecture. A total of eight sessions were…