Discusses differences between computer-enhanced learning (CEL) and computer-aided learning (CAL), and describes a microcomputer-based graph-plotting program called Capgraph that was developed for use in a college calculus course. Results of a course evaluation are presented; student attitudes are described; and future considerations are discussed.…

Undergraduates in agricultural economics (n=75) were divided into three groups: multimedia instruction (MI), lecture with MI, and lecture only. Field dependent and independent students did not differ in perceptions of MI or lecture, but field independents felt MI was easier to use and more exciting. Field dependents thought that sound would…

Describes a study that investigated student and instructor perceptions of the effectiveness of computer-aided presentations in a lecture-oriented undergraduate course. Traditional lecture presentations were compared with computer-aided presentations; results support the integration of computer-aided presentations provided basic logistic conditions…

Examines the poor professional preparation of college students for postgraduate employment. The article maintains that students are unprepared to teach upper-division courses in second-language instruction. A lecture series to address problems in teaching these courses was developed and offered as a minicourse. (CK)

Describes a project that evaluated the academic effectiveness of 2-way interactive video as a means for delivering class lectures in an introductory psychology course. Finds that the students at the campus studio and remote site all achieved the same academically and expressed positive attitudes about the course. (CMK)

This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of…

Students in this study were enrolled in either an Introductory Algebra or Intermediate Algebra class taught through computer-mediated instruction or lecture. In the first year of the study, students were asked what they believed helped them learn mathematics in the instructional format in which they were enrolled. They were also asked what they…

I altered the format of an exercise physiology course from traditional lecture to emphasizing daily reading quizzes and group problem-solving activities. I used the SALGains evaluation to compare the two approaches and saw significant improvements in the evaluation ratings of students who were taught using the new format. Narrative responses…

The present paper looks at the historical background of education in the universities. We take the developments in the use of instructional technology (instructional design, instructional media design, and process of the instructional design) into consideration and explore the tertiary level students' (studying at the Faculty of Communication and…

Reports a study comparing test scores, study time, and attitudes of students having audio-based self-instruction and those having lecture instruction. (JT)

In terms of group averages, growth in achievement by an experimental class was 8.56 (856 percent) greater than the growth generated by the control group in a teaching strategy experiment conducted at San Jose State University. Details of the ORPA (Organization, Research, Presentation, Accountability) Teaching Strategy versus the…

Paper examines the case method in light of both the reasoning of case method authorities and significant research findings. (Author)

Action research refers to research activities carried out by educational field personnel with the objective of forming a link between researchers and practitioners. A study is described in which 133 Israeli students were trained to perform diagnostic action research. (Author/JN)

Respondents in a sample of 131 British students in adult continuing education revealed conservative preferences for teaching methods (e.g., lecture), influenced by educational experiences in and out of school. Time constraints made them want to use time most efficiently, and they did not see the value of experiential, innovative methods. (SK)

Compares undergraduate college students' attitudes regarding student motivation, student perceptions of teacher verbal and nonverbal immediacy, and student perceptions of teacher credibility in two different instructional formats: mass-lecture/lab versus self-contained. Finds comparable perceptions across both instructional formats and concludes…