Both large lectures and online formats are encouraged as viable options for the delivery of course material in higher education today, especially in large general education courses. However, how do such delivery formats impact student learning? In an effort to understand how lecture format impacts cognitive learning, this study investigated how…

Game-based learning has received significant attention in educational pedagogy as an effective way of increasing student motivation and engagement. The majority of the work in this area has been focused on digital games or games involving technology. We focus on the use of traditional game design in improving student engagement and perception of…

The relation between lecture attendance and learning is surprisingly weak, and the role of learning styles in this is poorly understood. We hypothesized that 1) academic performance is related to lecture attendance and 2) learning style influences lecture attendance and, consequently, affects performance. We also speculated that the availability…

The use of lecture capture in higher education is becoming increasingly widespread, with many instructors now providing digital videos of lecture content that can be used by students as learning resources in a variety of ways, including to catch up on material after a class absence. Despite accumulating research regarding the relationship between…

Recent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in…

This study examined lecture capture as a way of enhancing university education, and explored how students with different learning approaches used lecture capturing (i.e., podcasts and vodcasts). Results indicate that both deep and surface learners report increased course satisfaction and better retention of knowledge in courses with traditional…

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…

Examines the different learning styles found in western lecturers and Omani students in science lectures in the Sultanate of Oman. (Author/CCM)

Discovery and expository learning were compared in a study of independent and dependent learners enrolled in a college chemistry course. Discovery learning was found to be superior for both groups of learners, with independent students performing better than dependent students using discovery learning. (Author/DF)

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned for a discovery treatment. There was a significant interaction with general reasoning on the retention test. There were no interactions with field independence. (Author/MK)

Results of a study showed that an outline helped field-dependent students in recall of high structure information and field-independent students in recall of low structure information. Performance of field-dependent and field-independent students was equivalent on probed recall of low-structure information. (Author/MLW)

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)

Describes the use of three questionnaires in assessing how students learn. Results of the study process questionnaire, the course experience questionnaire, and the learning style inventory indicate that lecturers need to change their teaching paradigm to one where the lecturer is closely involved in the learning context. (DDR)

Forty U.S. and 70 Israeli occupational therapy students received lecture or group discussion treatments in groups based on active versus reflective learning styles. Matching reflective style with lectures and active style with discussion resulted in better problem-solving performance and shorter learning time. (SK)

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…