Although interteaching has been shown to improve students' understanding of course material in a multitude of classroom studies, only one laboratory study investigating it has been published. In that study, interteaching led to significantly higher scores on a quiz compared to other teaching methods. The goal of the present study was to add to the…

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

Postsecondary remedial mathematics courses often have relatively low pass rates compared to other courses (Bahr, 2008; Virginia College Community System, 2011) and have contributed to the view that mathematics is a gatekeeper for college success (Epper & Baker, 2009). This study addressed this situation by exploring recommendations made by…

The student cohort on the University Science Extended Degree (SED) course is diverse in terms of educational experience. One of the key facets of teaching at this level is to engage and prepare students for higher levels of education in the sciences. The purpose of this evaluation is to relate a specific virtual framework, designed for students…

The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…

This paper presents a new method in engineering education called a continuous-grouped-self-learning (CGSL) system. In general, based on feedbacks acquired from the student at the end of the implementation, students better understanding and appreciation to the courses been taught. Out of 60 students 71.7% admitted that this learning system has…

Students who chose to enroll in a supplemental course associated with a large biology lecture performed better on lecture exams than those students who chose not to enroll in the supplemental course. Sections of the supplemental course were taught with instructor-centered methods prior to some exams, student-centered methods prior to other exams,…

It is argued that workshops for lecture improvement in higher education tend to concentrate on delivery techniques, whereas improvement programs should maintain a broad perspective on lecture useage, which might include consideration of the design of lecture courses, variation of teaching methods, and attention to student lecture learning skills.…

Presents the results of a two-page survey asking introductory psychology instructors to rate the effectiveness of 22 teaching techniques that focus on improving student performance. Finds that in-class examples/activities, writing assignments, emphasis on core concepts in lectures and examinations, and providing a copy of the lecture outline were…

This booklet provides practical tips, techniques, hints, and suggestions developed by and for college teachers. The handbook serves as a useful guide for teachers who wish to improve their performance in the classroom. Specific topics include keeping students' attention and interest, helping students to think, teaching effectively in large group…

A study was undertaken to assess the efficacy of the spaced lecture as a possible alternative to the traditional lecture method. The spaced lecture separates note-taking from intensive listening. Two hundred male and female freshman and sophomore students at a junior college in Georgia in fall 1978, in intact classes, were administered three main…

Reports on a study conducted by a university geography department and its school of education. They divided a World Regional Geography class into two groups. One utilized the traditional lecture method; the other implemented a collaborative learning approach. No significant gain was realized at the conclusion of the study. (MJP)

Argues that the fragmentary nature of mass media has made students suspicious of the traditional lecture format. Recommends that history teachers incorporate questions concerning source material and knowledge (e.g. How do I know this?) into their presentations. Suggests a number of activities and texts that can be used to involve students in…

Reports on a study that contrasted learning outcomes of students in a class that incorporated computer assisted instruction (CAI) exercises with those of a lecture-only class. Students in the lecture-plus CAI class scored higher than those in the lecture-only class, specifically regarding material covered in the class. (MJP)

Advocates and outlines an instructional strategy for developing critical-thinking skills in sociology classes. The "panning-for-gold" strategy requires students to interact continually with the material through questioning and evaluation. Includes a template of suggestions for critically evaluating material. Test results showed…