Traditional classroom instruction consists of teacher-centered learning in which the instructor presents course material through lectures. A recent trend in higher education is the implementation of student-centered learning in which students take a more active role in the learning process. The purpose of this article is to describe the discomfort…

Many higher education institutions use student evaluation systems as a way of highlighting course and lecturer strengths and areas for improvement. Globally, the student voice has been increasing in volume, and capitalising on student feedback has been proposed as a means to benefit teacher professional development. This paper examines the student…

Testing strategies centered around open-ended assessments are generally thought to result in deeper learning compared with close-ended questioning. However, the time requirements involved in grading open-ended assessments on exams often limit the feasibility of using such assessments. This article presents an index card questioning strategy…

Despite years of formal education, approximately one-third of all undergraduate students still cannot explain the causes of the seasons. Student manipulation of a handheld model is one approach to teaching this concept; however, the large number of students in many introductory classes can dissuade instructors from utilizing this teaching…

We evaluated the effectiveness of the use of an electronic personal response system (or "clickers") during an introductory psychology lecture on perceptual constancy. We graphed and projected student responses to questions during the lecture onto a large-screen display in Microsoft PowerPoint. The distributions of answers corresponded…

Results of questionnaire sent to second year students show that although student concept of the ideal lecturer varies with personality, differences are comparatively slight. (Author)

The lecture-script/assignment method can replace the lecture, freeing time for students' active participation in group discussion. (IR)

Proposes two complementary strategies that contribute to opportunities for active learning: one, hyperlink teaching, is an alternative mode of in-class lecture delivery; the second, intelligent slides, resembles information bases that are enhanced with electronic links for use by students outside the classroom. The questionnaire used to gauge…

Offers instructors a model for presenting meta-analysis to students within an undergraduate experimental psychology course that can be covered in approximately 90 minutes. Discusses the prerequisites for teachers and students, outlines a lecture, and describes an in-class exercise that gives students practice in meta-analytic procedures. Offers an…

In this article, the authors present the results of a survey of students at Delft University of Technology in the Netherlands concerning the students' opinions about how PowerPoint should be used in university lectures. The most important outcome of the survey is that a vast majority of the respondents prefer a modest layout. Most students dislike…

Describes a one-semester biology course for nonmajors which explores the interdisciplinary potential of psychology, anthropology, history, literature, philosophy, and religion. Satisfactory results in the 1970 tryout with 126 college students are identified. (CC)

Describes the instructional functions of multimedia presentation software. Explores the effects of computer multimedia in four large lecture classes in which students, graduate instructors, and a professor responded in journals, on objective tests, in focus groups, and on survey questionnaires. Discusses the results and examines the perspectives…

Presents findings from a comparison of traditional classroom lecture on lecture-replacement stand-alone PLATO-based delivery made to learn Fortran. Two semesters were examined separately, semester one (n=54) and semester two (n=36), using a two-tailed t-test at .01 level of significance. No difference was found. (JM)

Audio-taped lectures by male or female professors were produced in four versions: no humor; sexual humor; other-disparaging humor; and self-disparaging humor. Male and female students rated lecturers' intelligence and appeal. Intelligence ratings were unaffected by humor variations, but significant lecturer-student sex interactions were found on…