Describes a study which investigated the effectiveness of a simulation-gaming method of instruction to teach a college level introductory economics course. Also investigated were the interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction. (RM)

Describes how orientation maps can be incorporated into geographic slide lectures to keep students mindful of spatial relationships. (AM)

Reports the results of a study that examined interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction among freshman business administration students enrolled in an introductory economics course. (AM)

Reports a study of student attitudes toward videotaped presentations and contrasts live and videotaped presentations in an undergraduate home economics course using a 14-item instrument. (RAO)

This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation-gaming method and the lecture-discussion method to increase the economic knowledge, retention of economic knowledge, and interest toward economics of college students enrolled in an introductory economics course.…

Describes the uses of finite element methods in solving problems of heat transfer, fluid flow, etc. Suggests that engineers should know the general concepts and be able to apply the principles of finite element methods. (Author/WB)

Compares two methods of laboratory instruction: an instructor-led conventional lecture-discussion approach and an experimental team learning approach. Subjects were assigned to groups of four or five in experimental classes. Students in control classes worked individually. While differences in group means did occur, results were not significant.…

Reports the result of an experiment in a college level American Social Policy course to determine the effectiveness of a simulation as a teaching method which increases cognitive learning. Results are negative. Students attending lectures scored somewhat higher than students involved in the simulation. (Author/RM)

Addresses concerns related to the replacement of large lecture courses by immersive digital environments with similarities to advanced videogames. Explains why the large lecture format deserves replacement, reviews the field of game-based learning, and illustrates the approach in the example of an introductory psychology class. (SLD)

An experiment with 109 college students examined the effects of advance organizers and repeating a lecture on test performance. Advance organizers that integrated subtopic information (linear and matrix organizers) increased recall of subtopic information but more general organizers (conventional) aided overall recall, especially general topic…

Tests the effects on student performance when using graphs as part of a University of South Carolina (Columbia) principles of economics lecture. Finds in 1995 that students in the lecture with graphs had significantly lower gain scores than those in the no-graphs lecture. Finds no significant difference in 1997. (RLH)

Examined effectiveness of suicide awareness curriculum presented to 73 college undergraduates and assessed two methods of instruction: lectures plus handouts or handouts only. Univariate analyses demonstrated significant treatment effects for all dependent measures: Suicide Intervention Response Inventory, Knowledge of Suicide Test, Suicide…

A survey of 257 physical therapists received 192 responses indicating a preference for lectures or seminars for continuing education, in hotels/convention centers, during autumn/winter mornings. Orthopedic therapy was a favored topic. Barriers to attendance included cost, traveling distance, family obligations, lack of course information, and lack…

Presents university lectures as modeling the kinds of analysis by which ideas are presented and validated in the humanities and the social sciences. Suggests that students who are alert to this modeling function can use it to inform their general strategies for learning. Contains 28 references. (VWC)

Reviews the impact of a two-hour relationship-dynamics lecture presented to medical students (N=459) on a psychiatry clerkship that addresses family dynamics, relationship choice, and relationship dysfunction. Results show that the lecture had both professional and personal implications for medical students and is a promising tool for relationship…