Teachers of urban higher education institutions often explore new methods of teaching using innovative techno-pedagogical approaches. This study reports on postgraduate students' perceptions of the blended learning mode of delivery, co-taught by two lecturers concurrently during the "Qualitative Research" elective course offered for the…

University educators increasingly face groups or classes of students with diverse academic levels, challenging a 'one size fits all' approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two…

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with…

These proceedings contain papers of the 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019) held in Šiauliai, Lithuania, June 17-19, 2019. This symposium was organized by the Scientific Methodical Center "Scientia Educologica" in cooperation with the Institute of Education, Šiauliai University. The…

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…

Techniques to keep students interested include videotaped demonstrations and a self-paced, unit-mastery approach. When lecturing, teachers should use a microphone, maintain eye contact with students in all sections of the room, use an overhead projector and write clearly, talk about interesting topics, be dramatic, and share their experiences and…

Three members of the Ohio State University Astronomy department developed an audiovisual program in Astronomy to provide a format for more active student participation than is possible in large lecture sessions. The program consists of 18 filmstrip/cassette modules and an integrated textbook which were utilized on an individual basis, allowing…

Increased student involvement using a feedback lecture format demonstrated that lectures can be more active and assignments can be tailor-made for students. Guided learning activities (managed by a feedback lecture study guide) are used prior to, during, and after lectures. (Author/JN)

Three components of instruction and withdrawal rates are compared between a traditional lecture and a Personalized Systems of Instruction (PSI) course. The results indicate a more favorable response to the PSI course. (DE)

An anthropology professor required students to compose essay questions that they felt summarized the principal issues and objectives of the course, based on lecture content. In the final examination, students were given several of their own questions to answer. Students felt they learned more from this format. (MSE)

Compares the lecture and self-paced methods of instruction on the basis of student motivation and achieveme nt, comparing motivating and demotivating factors in each, and their potential for motivation and achievement. (Authors/JR)

This paper describes the results of a three-way evaluation of traditional, televised, and individually-paced instruction in beginning graphics courses. The purpose of the study was to determine mean gain scores for students in each of the three groups. In order to disguise the experiment, no attempt was made to randomly assign subjects to groups,…

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

This paper introduces and compares three types of college level teaching: discussion, lecture, and personalized systems. The discussion method is described and identified as one that allows the learner to question and probe, giving increased internalization, greater acceptance of conclusions than other teaching methods, and other benefits. The…