Statistical analysis indicates that a note-taking group performed significantly better overall than a no-notes group on both an immediate and a delayed quiz although both groups showed a significant decline in performance in the latter quiz. (JMF)

An analysis of the personality, scholarship, and teaching style of Frederick J. Teggart, a respected scholar and lecturer in the social sciences at the University of California Berkeley from 1919 to 1940. (SJL)

A study using 60 first-year medical students in the Santo Amaro Faculty of Medicine, San Paulo, Brazil, found that self-instructional methods such as guided self-instruction or discussion groups are not superior to conventional classes. Self-instruction does have the advantages of low cost and easy applicability. (LBH)

Results of an experimental study to compare telelecture with traditional lecture methods in a teacher education program. (Editor/TA)

Describes a study that compares the performance of introductory physics students on two examination problems. One problem is qualitative and similar to those used in an inquiry approach. The second problem is a typical quantitative problem. Those students enrolled in the inquiry-based introductory course performed significantly better than those…

Describes a pilot program designed to incorporate a deliberate psychological educational framework into the training of law enforcement officers and criminal justice students. Finds that participants in the deliberate psychological education intervention achieved significant gains when compared to a control group of participants receiving ethics…

Investigates validity evidence for the usefulness of a videotape formatted listening test (VFLT) as a measure of academic lecture listening ability. Provides support of the validity evidence of the VFLT. Concludes that the strong relationship between test performance and aspects of authentic and interactive tasks in the VFLT provides a…

Compares two introductory statistics courses at Bar-Ilan University (Israel), one offered as an Internet-based course and one as a traditional lecture-based course. Highlights include expectations of students; student satisfaction at the end of the course; students' self-confidence in the Internet course; and cost effectiveness. (Author/LRW)

Compared caregivers (N=31) in telephone peer support network and caregivers (N=35) listening to telephone informational lectures. Both groups showed increases in information, perceived social support, satisfaction with social supports. Lecture participants showed greater information gain and more frequent emotional support from family and friends;…

Discussed is a series of lectures designed to illustrate the use of general organic chemical principles in molecular biology, introduce current research in interdisciplinary areas to the beginner, increase interest in organic chemistry, and bridge the gap between traditional organic chemistry, biology, and the consumer. An outline is presented.…

An open format in which students keep log books to help them become more active in the learning process is discussed. Included are creative thought and language, visualization, and using writing to learn how to learn. Examples of student writing are provided. (CW)

Examined influence of 2 training methods on self-efficacy and performance during training for innovative problem solving. Data from 59 managers revealed that training method composed of cognitive modeling with practice and reinforcement generated significantly higher participant self-efficacy than method involving lecture and practice alone.…

The use of self-questioning strategies with orally presented materials was studied for 32 college students (30 females and 2 males). Results suggest that practice in a self-questioning information-processing procedure can effectively improve college students' comprehension of lectures. (SLD)

Questions are raised about the effectiveness of the traditional lecture method in meeting the objectives of optometric education, and the use of problem-based learning as an alternative approach is examined. (MSE)

Describes the behavior of five calculus professors and their students based on observations of calculus classes. Results showed that the dominant mode of instruction was lecture and students were usually not actively engaged in doing mathematics. (14 references) (Author/MKR)