This study compares the subject matter acquisition of a lecture discussion group and a game playing group in a course in personality theory. The game playing performance was at least as good as that lecture discussion group, as well as having a consistently high motivational level. (Author/CG)

Extension Board and the Department of Tutorial Classes are programs concerned with adult education. Though reflecting two different philosophies of adult education have been effected by social and political pressures causing expansion. New methods of teaching must be explored in order to reach participants. (MS)

Two university professors offer advice, based on their experiences, for using a variety of forms of visual displays to enhance lectures. (LS)

Reviews the research on the lecture method of teaching. Found that little effort has been directed to the effectiveness of the lecture in adult education. Limitations in the extant research highlight the need for renewed efforts to examine the appropriate use of the lecture in adult learning situations. (JOW)

Compared a videotape and lecture method for teaching the self-measurement of blood pressure in 13- to 18-year-old adolescents (N=20). Found both methods of instruction equal in respect to acquisition of skills. The videotape method of instruction was more cost-effective in populations of more than 23.9 adolescents. (Author)

Sophomores and juniors in a medical school who habitually did or did not attend lectures were compared on several academic achievement measures. Attendees performed significantly better on grade point averages and board examinations, but these are found to be inexact predictors of performance as physicians. (MSE)

Results of a study of college freshmen using a bibliographic instruction model that considers interaction of library tools, styles of instruction, and Robert M. Gagne's Learning Hierarchy indicate a superiority of programed instruction at factual and problem-solving levels, and also a need for further experimentation. Eight references are…

A study was made of student note-taking during lectures, and especially the use of diagrams, and subsequent use of the notes for examinations. It was found that important information is often omitted from notes and some students do not make diagrams. Handouts did not improve test performance, although they helped in drawing diagrams. (MSE)