This study attempts to define the contradiction between cooperative learning, which has an important place in science education, and the relative evaluation system. The fixation of the situation which was done with the data obtained from the literature also has been supported with a semi-structured interview study conducted with eighteen science…

Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content and media-rich interaction that are currently prevalent in online leisure experiences will help to increase e-learning's future efficiency and effectiveness. "Enhancing…

Reports on the comparative effectiveness of demonstration and lecture formats for presenting physiological measures. Although demonstrations may improve retention of information concerning simple procedures, the lecture format is more effective for complex information. (CFR)

Presents study results determining whether student achievement differs according to whether taught by the reflective teaching method or the lecture approach. Describes a research series involving a pretest, teaching, and posttest. Reports little difference on pretest scores but significantly higher posttest scores for the subjects taught by the…

This study investigated the effects of two modes of instruction; the experiencing mathematics instructional method, and the direct instruction expository method, and two levels of mathematics anxiety, high and low, on mathematics achievement. The final sample consisted of 160 students enrolled in a remedial arithmetic course in a four-year college…

Presents the results of a study that measured the efficacy of an international economics simulation among undergraduates. The simulation consisted of a macroeconomics game where students develop economic policies for four hypothetical countries. A multiple choice test and posttest questionnaire suggests that classroom games are more effective than…

Discusses the goals and purposes of history instruction as reported in a survey of historians. Presents and discusses four goals for history instruction in a private college's history department. Asserts that the use of collaborative groups and discussion is preferable to the lecture method. (CFR)

Reports the results of five contrasts between small-group learning and a more teacher-centered instructional style employed in junior high, high school, and college mathematics classes. In no case did the small-group class perform more poorly than the one led by a teacher; in one case, measuring long-term retention, the small-group class performed…

Praises, defends, and attempts to explain the unique characteristics of the lecture teaching method as practiced by Soviet educators. Firmly committed to the lecture method, Soviet educators refined this technique to the level of dazzling verbal performances complete with syllogisms, elaborately constructed arguments, and a touch of theater. (MJP)

Examines two instructional strategies, the traditional and learning cycle approaches, and compares them with regard to the variables of sequence, format, and necessity. Concludes that students exposed to the laboratory and discussion type had higher test scores than those in the lecture or reading groups. (Author/RT)

The present study drew on existing theories and research to further uncover the mysteries of the college teaching/learning paradigm, particularly the causal links between effective instruction and student learning of novel lecture material. The experimental design involved 380 introductory psychology students and consisted of a Lecture…

The Large Class Analysis Project was undertaken to provide instructors, administrators, and researchers with an in-depth look at the teaching techniques used in a variety of large (defined as having over 100 or more students) classes taught at The University of Texas at Austin. Data were collected concerning student attitudes toward such large…

Discusses four pedagogical issues that arise in teaching policy analysis to undergraduates. Describes three components of the case method approach. Outlines areas where the case method approach improved student performance and identifies its limitations. (CFR)

Reports on a study that contrasted learning outcomes of students in a class that incorporated computer assisted instruction (CAI) exercises with those of a lecture-only class. Students in the lecture-plus CAI class scored higher than those in the lecture-only class, specifically regarding material covered in the class. (MJP)

Asserts that a recent report suggests that students should have opportunities to become actively engaged in the application of economics. Finds that the case method approach was more useful than texts and lectures in learning about institutional arrangements, the use of economic data, and how to use economics to solve real problems. (CFR)