This study assessed perceived learning outcomes in a team-lecture hybrid (TLH) instructional design in six public affairs and health administration courses implemented in 2011 and 2012. A cross sectional and prospective survey design was implemented using descriptive statistics, regression analysis and qualitative analysis. Results show students…

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning.…

We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped…

This study explores alternative approaches for teaching general education courses burdened with serving extremely large enrollments. It compares the effectiveness of a self-contained course in which each course section is taught by one instructor to a large lecture/small lab format in which all course enrollees attend one large lecture section and…

Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion…

Students who chose to enroll in a supplemental course associated with a large biology lecture performed better on lecture exams than those students who chose not to enroll in the supplemental course. Sections of the supplemental course were taught with instructor-centered methods prior to some exams, student-centered methods prior to other exams,…

Problem areas with the curriculum at the University of Medicine and Dentistry of New Jersey-Rutgers Medical School were identified: imbalance in class hours in the academic schedule, excessive number of lectures, and need for more small group sessions during the basic science education. (MLW)

A comparison of traditional medical lecturing with a technique using a videotaped lecture that can be interrupted by a tutor for discussion or questions showed similar academic achievement rates but higher student ratings for the videotape method. The technique is recommended for specialized topics or areas in which the supply of expert lecturers…

Determined differences between lecture-demonstration and small-group laboratory approaches on students' (N=74) chemistry achievement and attitudes toward science. Findings indicate that students taught by the laboratory approach achieved better on immediate/delayed posttests than students taught by lecture-demonstration method. More desirable…

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…

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Three modes of instruction were compared in teaching two units in an undergraduate course on the teaching of elementary school reading. All of the 116 students received packets of learning materials related to the objectives of each unit. Students in the lecture groups used the packets as supplementary materials, those in independent study were…

Reviews literature on class size and its influence on student performance, attitudes, and behavior, highlighting a recent study of the effect of lecture-group size on the latter variables in an introductory college nutrition course. Student class-size preferences, attitudes about large-class characteristics, interest in the discipline, attitudes…

Compared attitudes toward computer use and achievement in biology for three groups of Nigerian students (n=64): (1) working alone with computer; (2) working in groups of three on the computer; (3) and a control group that received normal instruction (lecture). Students in the second group had the highest scores on attitude. No significant…