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)

A study of the effectiveness of tape-slide teaching at the University of Exeter is described. Tape-slides were produced for a pilot comparison with the lecture method in the first year; in the second year, updated versions of the tape-slide sequences were used in a main trial comparison. (Author/MLW)

Describes the use of telelecture in a continuing education course for registered nurses in two rural states. The author suggests that a major variable to success in the use of telelecture is the skill of the teacher as a facilitator to solicit, organize, and present material in a useful manner. (Author/JEG)

Two experiments studied the effects of note-taking, strategy of note-taking (short/long notes), and reviewing personal notes and/or simplified teacher-notes on immediate and delayed recall. One hundred and sixty Nigerian university students, classified as either short or long note-takers, served as subjects. (Author)

Demonstrates the use of simulations and games in large classes as complements to the lecture method. Students generally respond favorably to the use of these strategies and indicate that they facilitate classroom communication and student interest, concept understanding, and personal growth. (JMF)

The purpose of this paper is to examine critically the research to determine the lecture method's strengths, weaknesses, and uses; and to explore possible ways of improving it by altering the lecture itself and by combining it with other modes of instruction. (Author/SJL)

Recognition memory for sentences from a classroom lecture was tested as a function of lecture instructions, length of retention interval, and item type. With immediate testing, subjects differentiated original sentences from reworded and inferential statements similar in meaning. Only inferences were recognized as not having been presented after…

This paper describes some of the myths on training lecturers in mathematics, discusses briefly the nature of teaching and learning, and suggests some ways of analyzing the tasks in teaching and learning. (Author/MK)

Describes a lecture teaching technique called lap-dissolve projection in which two slide projectors are operated alternately so that one visual image fades away while the next appears on the same screen area. (MLH)

A 2 X 2 factorial design employing two levels each of type of method and preference for method was used to evaluate the respective effects of the factors on comprehension. (Editor)

Considers whether students will remember only the meaning of a lecture or the meaning plus the actual words used and if there is a difference in the amount of memory for various types of statements. In particular, are topic statements remembered better than mere illustrative material and is there preferential memory for extraneous statements…

Discusses the passive role that students often take in large classes and argues for teaching methods such as cooperative learning that place students in a more active learning environment. Examines the advantages and potential drawbacks of cooperative learning for large classes and provides suggestions on preparing for group work. (DDR)

Discusses how presenters must act as guides to their audiences. As an example, the paper describes a trip through the Serengeti in which the guide was powerful and effective in teaching his audience. Notes goals that all presenters must strive for (activities, engagement, content, dispositions, capacities, and ideals). (SM)

Demonstrates that cues play a significant role in second language listening comprehension and provides additional empirical support for their beneficial effect. Found that the absence of cues appeared to contribute significantly to the miscomprehension of information in a lecture. (Author/VWL)