Describes the two functions of teaching and learning processes: short-range training and long-range education, and suggests that the course had better be carried out first via the Keller plan and then via lectures on exciting materials of the subject matter. (CC)

Describes a study comparing a combined system of lectures and problem sessions with a recitation class in engineering mechanics. No major differences were found in performance of students in either method. A significant difference in achievement was found with class size. The smaller the group the better the student performance." (Author/TS)

Academic religious studies are facing a period of rapid expansion in state universities and colleges, as well as secondary and primary schools, with resultant demand for training teachers for all levels. (Author/IR)

University of Georgia Student Performance was measured by the Test of Understanding in College Economics pretest-posttest procedure with Part II Forms A and B. Both lecture and TV groups were lower than the national norm with the TV groups the lowest. (Author/SE)

Comparison of an Oxford undergraduate education to United States university education. (IR)

Lectures that recapitulated the programed text used by two classes did not add to students' cognitive learning of microeconomic theory. Implications for college courses in economics are discussed. (DB)

Psychologists who teach psychology to medical students must develop relevant course content, practice lecture time management, select appropriate readings, synchronize lectures and readings, use audiovisual aids, and plan good examinations. (AM)

Describes and evaluates Central Piedmont Community College's experimental use of the telephone as an alternative delivery system. During the experiment five faculty members taped at least 10 percent of their course lectures for student access through telephone lines during evenings and weekends. Reviews faculty and student responses. (DMM)

Reviews research which compares the effectiveness of programed instruction (PI) in economics to lecture-discussion techniques. Studies demonstrate that students using PI perform as well on examinations as students using the traditional method. There is also some evidence that students using PI retain their learning better. (AM)

A method of teaching is described that requires students to choose an area of course content relating to their own interests and study, expand on it, and present the results to the class. The results of its application in two courses, one in the humanities and one in the sciences, are discussed. (MSE)

A random sample of 93 lecturers responded to a questionnaire based on research on explaining. Findings indicate that their views on the learnability of various features of explaining are not related to their years of experience of lecturing, and there are significant differences between arts-based and science lecturers. (Author/MLW)