Presents important evidence thatstudents taking principles of economics with lectures, and those taking the course on a lectureless basis performed equally well on an intensive battery of objective examinations." (Editor)

When elective class participation (ECP) and independent learning activities for adults were compared with the conventional lecture discussion method, the ECP approach showed slightly higher posttest gains and generally received high student acceptance. Eight tables. One reference. (LY)

Intact classes of university students viewed either a serious lecture or one of three versions of a humorous lecture. A test of comprehension and retention was given twice: immediately after the lecture and six weeks later. Results indicated that immediate comprehension was not facilitated by the use of humorous examples. (Author/MV)

In two automotive air-conditioning classes, an experimental group (n=12) conducted laboratory activities structured by cognitive apprenticeship principles; 14 controls attended lectures. Cognitive apprenticeship was significantly more effective in increasing information acquisition, troubleshooting knowledge, and diagnostic skills. (SK)

Comparison of 64 attendees at a gardening lecture and 43 completers of a gardening correspondence course showed that lecture participants had a higher change in scores, correspondence participants a higher mean test score. Lecture respondents had greater interest in more information and felt that the extension office was more responsive. (SK)

Argues that no interactive model can substitute for a well-organized lecture that structures a mass of information, illuminates basic concepts, suggests applications, and reviews relevant literature. (CCM)

Focuses on the role that students' conceptual models of lecture learning might play in facilitating or hindering efforts to improve their notetaking practices. Considers the importance of assessing conceptual models as well as specific behavioral practices in the diagnosis of lecture-learning difficulties and the evaluation of training…

Seven chronological steps for transforming previously taught lecture courses into an active learning format are provided to help the biology educators who want to replace lectures with active learning while covering the same content they would teach in a lecture. These lecture-free courses do not sacrifice content and get little or no additional…

We describe a classroom-sized pinhole camera demonstration (camera obscura) designed to enhance students' learning of the visual system. The demonstration consists of a suspended rear-projection screen onto which the outside environment projects images through a small hole in a classroom window. Students can observe these images in a darkened…

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from…

This paper aims to examine the relative impacts of three different models of learning (collaborative learning, traditional lecturing and process-oriented guided inquiry learning [POGIL]) on student performance and learning perceptions. In a controlled case study, we measured the learning outcomes of 57 undergraduates in a chemistry course taught…

This paper presents a new method in engineering education called a continuous-grouped-self-learning (CGSL) system. In general, based on feedbacks acquired from the student at the end of the implementation, students better understanding and appreciation to the courses been taught. Out of 60 students 71.7% admitted that this learning system has…

Although lecture and lab courses are commonly used in higher education, there are potential problems with this format. However, technology is presenting new opportunities for teaching such a type of a course. This study explores the changes in the role of the instructors when a lecture and lab course evolved into a hybrid course, with the lecture…

This article presents results from a two-semester field test of the Light and Spectroscopy Concept Inventory (LSCI). Statistical analysis indicates that the LSCI has the sensitivity to measure statistically significant changes in students' understanding of light-related topics due to instruction in introductory astronomy courses and to distinguish…

The purpose of this study was to consider the efficacy and popularity of "Virtual Lectures" (text-based, structured electronic courseware with information presented in manageable "chunks", interaction and multimedia) and "e-Lectures" (on-screen synchrony of PowerPoint slides and recorded voice) as alternatives to traditional lectures. We…