This article traces and critically analyses a personal journey in search of effective ways to promote exemplary questioning on the part of students. The article is in many ways a polemic rather than a scientific study, which emerges as much from the 1970s and the writings of Carl Rogers as from the second decade of the twenty-first century with…

The present study aims to explore an embodied approach to students' deep learning; specifically, how deep learning is interactively achieved through teachers' languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor's embodied and multimodal…

Massification in higher education in Sub-Saharan Africa is an ongoing reality that poses particular challenges and opportunities for these nations (Mohamedbhai, 2008). Like Scott (1995), we use the term massification to refer to the rapid increase of students attending higher education institutions in the latter part of the 20th century and into…

The study examined a new asynchronous model for online teaching, learning and assessment, called OTLA. It is designed for higher-education institutions and is based on LMS (Learning Management System) as well as other relevant IT tools. The new model includes six digital basic components: text, hypertext, text reading, lectures (voice/video),…

This study was an empirical investigation of active student responding (ASR) utilizing a student response system (SRS) vs. single student questioning (SSQ) and no student responding in a graduate level special education class of 23 participants. During the SRS condition, every participant responded to questions using remotes/clickers. During the…

The major objectives of this monograph are to familiarize the reader (teachers) with the elements of an effective lecture and to help them understand lecture forms and how to organize them effectively. In the first section, the ingredients of a lecture are considered with emphasis upon the lecturer's style of delivery and techniques for relating…

This pamphlet discusses the use of questioning in the college classroom and its contribution to learning. Starting with a brief examination of the ways children question, discussions cover: (1) the effects of linguistic and socio-linguistic characteristics in questioning; (2) questions in psychotherapy, law, and opinion polling; (3) classroom…

Information was requested on course goals, lesson goals, committee goals, instructional methods, question types and purposes, question-objective correlation, class assignments, textbooks, and supplemental teaching materials. (GS)

A technique to increase student participation in lecture classes and to learn about their reaction to the system was used in a large general experimental psychology course. Students were encouraged to submit questions in writing if they felt uncomfortable asking them in class. The students wrote their questions on a separate page in a small…

The use of self-questioning strategies with orally presented materials was studied for 32 college students (30 females and 2 males). Results suggest that practice in a self-questioning information-processing procedure can effectively improve college students' comprehension of lectures. (SLD)

Compares the results of questionnaires given to medical school faculty in 1975 and 1995. Among the educational topics highly ranked in the results of both surveys are communication skills, verbal questioning techniques, lecturing skills, group discussion skills, and skills in evaluating student performance. (DDR)

Questioning in the college classroom remains an undeveloped, unrefined skill even though there is abundant evidence that classroom questioning can be improved. Research on classroom questioning techniques at the pre-college level shows that teachers ask questions that are predominantly literal in nature. Questions that require "higher…

Reports a study that developed a strategy to help students comprehend and remember the content of training presentations. The study examined the effects of self-questioning and reciprocal peer-questioning strategies on preservice teachers' learning of orally-presented material and on their verbal interaction. Results suggest that this strategy…

Describes ten common technical mistakes most graduate teaching assistants make while teaching, such as projecting a weak presence, relying too heavily on their notes, posing vague questions, and not reinforcing student participation. Offers suggestions for correcting the mistakes. States that faculty might want to monitor their own teaching…

Presents findings from research studies which suggest that changes in teaching procedures can increase survival rates in chemistry. Using 2-minute pauses in lecture and 3-second wait times in discussions, learning chemistry in context of major from which student comes, and computer applications are recommended. (JN)