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Direct linkWieling, M. B.; Hofman, W. H. A. – Computers & Education, 2010
To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects…
Descriptors: Feedback (Response), Grade Point Average, Predictor Variables, Lecture Method
Ironsmith, Marsha; Eppler, Marion A. – Teaching of Psychology, 2007
We tested the effects of instructional method (lecture vs. mastery) and aptitude (high, medium, low GPA levels) on students' academic performance and achievement motivation goals. Students enrolled in a developmental psychology course received either traditional lecture or mastery (Keller's Personalized System of Instruction [PSI]) instruction.…
Descriptors: Mastery Learning, Lecture Method, Developmental Psychology, Achievement Need
Edmonds, Christopher L. – Journal of Instructional Psychology, 2006
One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…
Descriptors: Psychology, Online Courses, Lecture Method, Grade Point Average
Dolnicar, Sara – Quality in Higher Education, 2005
An empirical study was conducted to gain an understanding of the motivations of undergraduate students in attending lectures. Students were highly heterogeneous regarding their reported lecture attendance motivations, with two segments representing prototypical extremes. The student group labelled "idealists" in this study reported genuinely…
Descriptors: Undergraduate Students, Internet, Work Experience, Lecture Method
Ocorr, Karen; Osgood, Marcy P. – Biochemistry and Molecular Biology Education, 2003
For the past eight years the University of Michigan has offered two different styles of biochemistry courses each semester, one a standard lecture-based and discussion-section (SLB) course and one a self-paced, non-lecture Personalized System of Instruction (PSI) course. We tracked student responses to selected exam questions that were used in…
Descriptors: Biochemistry, Grade Point Average, Independent Study, Lecture Method
