This study examined the incoming leadership-oriented differences between students (N = 166) enrolled in either an elective leadership studies course (n = 50) or an elective team-based engineering projects course (n = 116) to determine significant predictors of transformational leadership behavior. Participants completed measures of…

Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor--on the basis of a detailed decomposition of the subject matter to be studied--to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of…

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

We assess students' appreciation and use of various tools designed to extend effective learning beyond the classroom. For a given tool, results vary depending upon the overall pedagogical approach of the course.

Discusses some advantages of using workbooks in programs of basic instruction in academic libraries, and compares the use of workbooks with the effectiveness of audiovisual instruction, group instruction, lectures, and library tours to present the same material. Twenty references are listed. (Author/CHC)

This study compared the effects of instructor-provided vs. learner-generated analyses of semantic relationships between major concepts on structural knowledge acquisition in an introductory psychology course. One group explained the relationships on instructor-provided graphic organizers; the other group classified relationships between concepts…

The influences of two different instructional techniques--media adjunct programing (MAP) and traditional instructor classroom (TIC) methods--upon several variables were examined. These dependent variables included student learning and retention, state anxiety, state curiosity, time-to-criterion, and student and instructor attitudes. Matched groups…

In this paper, the following key questions will be examined. What is distinctive about cooperative learning, which makes it different from just groupwork? What has research found about the effectiveness of cooperative learning in promoting thinking? What conditions in cooperative learning help promote thinking? What theoretical perspectives…