In response to the wide-scale proliferation of "the cone of learning"--a fanciful retention chart confounded with Dale's Cone of Experience--the authors make four major claims debunking this fantasy and provide documentary evidence to support these claims. The first claim is that the data in the mythical retention chart do not make…

Critics have been attempting to debunk the mythical retention chart at least since 1971. The earliest critics, David Curl and Frank Dwyer, were addressing just the retention data. Beginning around 2002, a new generation of critics has taken on the illegitimate combination of the retention chart and Edgar Dale's Cone of Experience--the corrupted…

The authors are attempting to set the record straight regarding the sources frequently cited in the literature of the mythical retention chart and the corrupted Dale's Cone. They point out citations that do not actually connect with relevant works; provide correct citations of sources that are often cited erroneously; add references for overlooked…

The author describes a research methodology for college course improvement, and applies the results to education courses. In Japan, it is usually difficult to carry out research on college course improvement, because faculty cannot introduce experimental design approaches based on control and treatment groupings of students in actual classroom…

In this study, the authors examined the "Journal of Research on Technology in Education (JRTE)" to discover trends from 2001-2010 in the topics covered in the articles, article types (including research methods used), authorship, and citation frequency. Articles from the journal dealt mostly with PK-12 settings and focused on technology…

Reviews the use of media comparison studies in the field of educational technology, argues that they are weak and inappropriate, and recommends a new focus on the issues of instructional methods and learner characteristics. Discusses intra-medium studies and aptitude treatment interaction studies as better alternatives. (LRW)

Reviews the evolution of research on effective teaching in an effort to account for the lack of practical findings to assist classroom teachers. Four influences are detailed: teacher qualities vs the nature of teaching, lack of guiding theories/models, methodological problems, and the lack of criterion measures for comparisons. (RAO)

Reviews issues raised in an earlier article that claimed that instructional media do not influence learning achievement or motivation. Topics discussed include differences between media and instructional methods; instructional technology; delivery technology; problems with meta analyses; thinking skills; cognitive processing; and research…