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Green, Alan – Journal of Economic Education, 2016
Pedagogical research shows that teaching methods other than traditional lectures may result in better outcomes. However, lecture remains the dominant method in economics, likely due to high implementation costs of methods shown to be effective in the literature. In this article, the author shows significant benefits of using a teaching app for…
Descriptors: Economics Education, Computer Oriented Programs, Electronic Learning, Audience Response Systems
Harjoto, Maretno Agus – Journal of Education for Business, 2017
The author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014-2016 year, the author found that students in the blended classes had a greater belief that prelecture…
Descriptors: Blended Learning, Finance Occupations, Instructional Effectiveness, Teacher Effectiveness
Madson, Laura; Trafimow, David; Gray, Tara; Gutowitz, Michael – Journal of Faculty Development, 2014
What makes some faculty members more likely to use interactive engagement methods than others? We use the theory of reasoned action to predict faculty members' use of interactive engagement methods. Results indicate that faculty members' beliefs about the personal positive consequences of using these methods (e.g., "Using interactive…
Descriptors: Teaching Methods, Interaction, College Faculty, Teacher Attitudes
Relling, Alejandro E.; Giuliodori, Mauricio J. – Advances in Physiology Education, 2015
The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer…
Descriptors: Physiology, Self Esteem, Responses, Gender Differences
Cahill, Michael J.; Hynes, K. Mairin; Trousil, Rebecca; Brooks, Lisa A.; McDaniel, Mark A.; Repice, Michelle; Zhao, Jiuqing; Frey, Regina F. – Physical Review Special Topics - Physics Education Research, 2014
Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a "scalable IE" curriculum--a curriculum used in a large course (~130 students per section) and…
Descriptors: Physics, College Science, Large Group Instruction, Science Instruction
Roberts, James C. – Journal of Political Science Education, 2015
This article presents the results of a 4-year quasi-experimental study of the effectiveness of lecture capture in an undergraduate political research class. Students self-enrolled in either a traditional in-class lecture-discussion section or a fully online section of a required political research course. The class sessions from the in-class…
Descriptors: Undergraduate Students, Political Science, Research, Lecture Method
Petrovic, Juraj; Pale, Predrag – Teaching in Higher Education, 2015
This paper aims to provide insight into various properties of live lectures from the perspective of sophomore engineering students. In an anonymous online survey conducted at the Faculty of Electrical Engineering and Computing, University of Zagreb, we investigated students' opinions regarding lecture attendance, inherent disadvantages of live…
Descriptors: Lecture Method, Student Attitudes, Synchronous Communication, Engineering Education
Komarraju, Meera; Karau, Steven J. – Journal of Instructional Psychology, 2008
Despite a large volume of research examining instructional strategies and student learning, very little research has examined relationships between students' perceptions of the value of specific instructional techniques and academic motivation. In the current research, college students (172 undergraduates) completed scales assessing the perceived…
Descriptors: Educational Strategies, Student Attitudes, Achievement Need, Student Motivation
Wieling, M. B.; Hofman, W. H. A. – Computers & Education, 2010
To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects…
Descriptors: Feedback (Response), Grade Point Average, Predictor Variables, Lecture Method