In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students' understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all…

Medical and nursing schools in the United States have traditionally had a limited emphasis on end-of-life care. The present study is a comparison of these 2 professional programs' current offerings on death education. Data were gathered via a mailed survey from the 122 medical schools in 2005 and the 580 baccalaureate nursing programs in 2006.…

To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects…

Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

A case is made against the use of the lecture method in graduate courses, and several alternative interactive techniques are described. (KP)

Discusses advantages and disadvantages of the lecture method as an instructional form; circumstances where lectures serve a useful purpose; the general lecture model, which includes an introduction, presentation, and summary; and three variations on this general model--interactive, demonstrational, and interactive demonstration lectures. (MBR)

Grade six students were taught Newton's Second Law of Motion by a linear program, a lecture, or a video-taped lecture, with three different response modes: written responses to all questions, to one-third of the questions, or to no questions. There was no significant difference between teaching method, but the higher the overt response rate, the…

Describes a technique using "chalkboard" in which a lecturer stands behind a glass panel on which he or she writes. A mirror reflects the image onto a television camera lens and restores the proper orientation to the written material. (CMV)

In this experiment, students were told they were expected to 1) enjoy, 2) evaluate, or 3) take a test on the subject of a presentation. The program was presented either in audio or video; students could obtain the other mode by pressing a button. Presentation format also varied. (Author/BD)

Explores why big lecture classes get a "bum rap," according to some professors who teach very popular courses. (EV)

Presents a plan for getting all students, including students that normally sit in the back of the room, to participate in class lectures. This plan is geared for classes that have 30-150 students enrolled. (SAH)

Fifteen participants unfamiliar with mathematical operations relative to reflections and vertical and horizontal shifts were exposed to an introductory lecture regarding the fundamentals of the rectangular coordinate system and the relationship between formulas and their graphed analogues. The lecture was followed immediately by computer-assisted…