Abstract
The author defines three modes of instruction in terms of clusters of instructional features including selection and organization of materials, kinds of questions, discussion patterns, and so forth. The modes include presentational, in which lecture is assumed to provide students with knowledge necessary to attain course goals; environmental, in which the instructor minimizes lecture and relies primarily upon engaging students with problems selected to provide the kinds of experiences which enable them to attain course goals; and nondirectional, in which the instructor relies upon students to raise concerns the examination of which will enable students to attain course goals. Twenty-nine college freshmen composition instructors were classified by two independent coders into these three categories, a fourth mixed-mode category being formed of instructors classified in two ways. An evaluative questionnaire administered to the 1,049 freshmen was subjected to factor analysis revealing 11 distinct factors. The means of items in each factor were summed for each class and the results were subjected to multivariate analysis of variance for four modes in instruction and four levels of teaching experience. The differences by mode of instruction were highly significant on every factor. The differences by level of experience were not significant on any factor.
Published Version
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