The Clinical Oncology Assistantship Program at the University of Arkansas for Medical Sciences is described, along with student reactions to the program. The summer elective program involves cancer lectures (one week) and clinical exposure (nine weeks) in medical, surgical, and pediatric oncology services, as well as self-directed learning…

Described is a method of lecturing in which the lecture period is divided into a number of segments. Only some segments involve the lecturer talking. In others students discuss topics or complete exercises. An example of such a lecture on aspects of Christaller's central place theory is described. (Author/RM)

A lecture method was compared with a method based on questioning sequences that guided students to discover mathematical principles. Students with high levels of mathematics anxiety had significantly lower achievement. Students with high anxiety benefited more from the expository approach; those with low anxiety benefited more from the discovery…

This article contains excerpts of a speech given in 1935 to the American Philosophical Association. Professor Lewis discusses the importance of learning different contexts of words without learning grammatical terminology such as nominative possessive, and dative cases. He also examines the origin of modern abstract words from past physical…

A self-instructional workshop is described in which the effectiveness of a text was determined by pretest and posttest. The results suggest that pretesting and posttesting along with self-instructional materials are feasible alternatives to the usual lecture approach to continuing education. (LBH)

This study is presented as an exploratory research effort regarding students' perceptions of PowerPoint presentations used by college instructors in a basic Fundamentals of Public Speaking course. Data were collected to determine the outcomes in four primary areas: General Questions about PowerPoint use; Perceived Effectiveness of PowerPoint;…

Describes a college microbiology course in which traditional lectures were abandoned in favor of guided learning objectives and student initiative. A statistical analysis of the data indicates that student achievement on the nonlecture-plus-lab system was not so great as on the traditional lecture-plus-lab course. (JR)

Study compares the effect of three teaching methods on recall of facts, understanding of content, and application of principles. (Author)

Four sessions of a program for business executives were studied to compare effects of T Group training versus a lecture discussion approach to interpersonal relations in organizations. Both programs produced equal change in participants' beliefs about effective interpersonal behavior. T Group training showed greater effects on perceptions of self…

The lecture-script/assignment method can replace the lecture, freeing time for students' active participation in group discussion. (IR)

Compares the effectiveness of lecture versus discussion methods in postsecondary education. Describes dyadic interaction as a teaching technique in which students are paired during discussions. Demonstrates the approach through sample lessons. Examines student responses. (DMM)

Compares the effects of a performance-based instructional approach and the traditional lecture-discussion method on initial achievement and retention of students in a secondary level electricity/electronics course. Neither method appears to be significantly better in terms of student performance or attitude. (SK)