Research comparing "learning from a programmed text, augmented (audio-visual) lectures, and straight lectures." (Authors/LS)

A particular instance in which a professor at one college gave a lecture course at another by means of a telephone communication system serves as the basis for discussing this method of instruction in general. (LS)

Describes a study which investigated the effectiveness of a simulation-gaming method of instruction to teach a college level introductory economics course. Also investigated were the interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction. (RM)

Describes how orientation maps can be incorporated into geographic slide lectures to keep students mindful of spatial relationships. (AM)

Reports the results of a study that examined interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction among freshman business administration students enrolled in an introductory economics course. (AM)

Reports a study of student attitudes toward videotaped presentations and contrasts live and videotaped presentations in an undergraduate home economics course using a 14-item instrument. (RAO)

This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation-gaming method and the lecture-discussion method to increase the economic knowledge, retention of economic knowledge, and interest toward economics of college students enrolled in an introductory economics course.…

Describes the uses of finite element methods in solving problems of heat transfer, fluid flow, etc. Suggests that engineers should know the general concepts and be able to apply the principles of finite element methods. (Author/WB)

Compares two methods of laboratory instruction: an instructor-led conventional lecture-discussion approach and an experimental team learning approach. Subjects were assigned to groups of four or five in experimental classes. Students in control classes worked individually. While differences in group means did occur, results were not significant.…

Reports the result of an experiment in a college level American Social Policy course to determine the effectiveness of a simulation as a teaching method which increases cognitive learning. Results are negative. Students attending lectures scored somewhat higher than students involved in the simulation. (Author/RM)

Addresses concerns related to the replacement of large lecture courses by immersive digital environments with similarities to advanced videogames. Explains why the large lecture format deserves replacement, reviews the field of game-based learning, and illustrates the approach in the example of an introductory psychology class. (SLD)