Lecture-style Teaching Research Articles

An Evaluation of Interteaching in an Asynchronous Online Graduate-Level Behavior Analysis Course

Interteaching (IT) has demonstrated more effective and durable learning than traditional lecture-style teaching. Whereas IT’s effectiveness has been established in traditional face-to-face courses, there is a need to extend the evaluation of IT to increasingly common course delivery modalities such as online courses. The purpose of the present study was to compare IT and traditional online course delivery across two sections of the same graduate-level course. IT was adapted by having students form pairs to video chat synchronously about comprehension questions, submit a teaching record, and then listen to the instructor’s recorded follow-up lecture to address the questions from the paired discussion. Results showed that students in the IT section performed better on average on quizzes and most assignments.

Student Impression Management in the Classroom

<p><em>With the</em><em> </em><em>growing shift from lecture-style teaching methods to interactive and experiential group exercises, instructors need to know more about their students, such as</em><em> </em><em>their desired impressions, to adequately engage and support students’ social</em><em> </em><em>interactions. This study addresses this need by</em><em> </em><em>providing an overall understanding of the types of images that are important for students to project when interacting with others in a classroom. After a concise review of impression management literature and grounding our reasoning in cybernetic theory </em><em>(Bozeman & Kacmar, 1997) </em><em>this study offers an insight of the positive impressions students desire to project in front of their peers and professors and the negative impressions students aim to avoid. With</em><em> </em><em>a two-part</em><em> </em><em>survey based on 269 responses, we measured students’ ranking of specific images</em><em> </em><em>and the effort level they exerted towards achieving or avoiding them. We offer suggestions of how these findings can be integrated into teaching for improved student learning and experiences. </em><em></em></p>

US experiences with STEM education reform and implications for Asia

PurposeThe first indication that traditional lecture-style teaching is not very effective was provided by Dr Donald Bligh in the 1980s and 1990s. As empirical evidence about this fact has continued to accumulate, science, technology, engineering, and math (STEM) education in the USA has undergone a significant change in emphasis away from lecture-based approaches in favor of systems emphasizing more interactive learning. The paper aims to discuss this issue.Design/methodology/approachA wide range of experimental research has employed the principles of scientific teaching to investigate the efficacy of an ever widening range of pedagogical methods. For STEM education, the most successful of these has been active learning.FindingsAt its core, active learning is a redesign of in-class activities to maximize interactivity and feedback through facilitated problem-solving environments. Although the efficacies of both scientific teaching and active learning have been verified in a wide range of empirical works, the dissemination of these platforms, in general, teaching has been slow, even in the USA.Research limitations/implicationsThe first significant impediment has been an overall lack of awareness coupled with general skepticism about alternative learning methods.Practical implicationsThis paper first reviews the education literature behind scientific teaching and active learning before reviewing some of the challenges to their implementation on an institutional level.Social implicationsThese challenges and known solutions are then applied to the European and East Asian contexts to examine why scientific teaching and active learning remain predominantly an American phenomenon.Originality/valueFor East Asian countries, the authors offer a commentary on how certain aspects of Confucian classroom culture may interact negatively with efforts to install scientific teaching and active learning systems.

Application of Sandwich Learning in the Theory Teaching of <i>Histology and Embryology</i> for First-Year Medical Students

Objective: To investigate the effect of Sandwich Learning (SL) in the theory teaching of Histology and Embryology. Methods: 110 freshmen majoring in clinical medicine were randomly chosen as the experimental group of Sandwich Learning, while 111 students at the same grade were chosen as the control group for traditional lecture-style teaching. After different teaching, students from both groups were surveyed by questionnaires. And they had to take examinations about theoretical knowledge and specimen of Histology and Embryology. Then the same group of teachers marked all the exam papers according to the same scoring standards. Results: There were significantly differences in the averages of the final exam about theoretical knowledge, regular assignments and final scores between two groups. Difference in results of specimen assessment was not statistically significant. The questionnaire survey results showed that students affirmed the effect of sandwich learning in improving learning initiative, sense of responsibility and communication skills in study. Conclusion: The research shows that the application of Sandwich Learning has good teaching effect in theory teaching of Histology and Embryology and helps to cultivate the comprehensive ability of medical students.

Applying a framework for creating and analyzing cybersecurity questions for peer instruction

Peer instruction is an active learning alternative to traditional lecture-style teaching. However, it can be a challenge to find or develop good questions. In this paper we select some questions dr...

Extent of Teacher Questioning to Promote Reasoning During Problem Solving in High Achieving Mathematics Classrooms

Reasoning is an important skill to be honed when doing problem solving, particularly, in non-routine problems. To promote this skill, teachers play a crucial role. According to literature, even high achievers struggled with reasoning when solving non-routine problems in mathematics. Literature has shown that conventional instructional approaches in mathematics classrooms such as lecture style instruction, cloze technique questioning by teachers, recall of facts, and memorization of algorithms may have led to the cause of high achievers to struggle in honing reasoning skills. Therefore, this study aimed to investigate how teachers who teach high achievers in mathematics used questions to promote reasoning through non-routine problem solving. Four high achieving mathematics classrooms were observed on how the teachers used questions to assist their students to reason when working on a particular non-routine problem. The observations were then analyzed using an observation checklist to identify the types of ‘teacher moves’ used in the classroom and its frequency of occurrences, as well as, the components of reasoning displayed by the high achievers in respond to their teachers’ questions. The results of this study showed that the way high achievers reason were actually influenced by the direction of the questions posed by the teachers.

The Case-Based Collaborative Learning Peer Observation Worksheet and Compendium: An Evaluation Tool for Flipped Classroom Facilitators.

In a flipped classroom, students learn basic concepts before class, allowing them time during class to apply newly gained knowledge to problem sets and cases. Harvard Medical School (HMS) has introduced a form of flipped classroom, called case-based collaborative learning (CBCL), during preclinical curricula. Finding few published resources, the HMS Academy's Peer Observation of Teaching Interest Group developed a guide for observations and feedback to CBCL facilitators. After conducting an extensive literature search, speaking to flipped classroom methodology experts, and observing 14 facilitators using CBCL methods, the interest group identified specific teaching behaviors that optimize student interaction and knowledge application. The group next engaged in several rounds of the modified Delphi method to develop the CBCL peer observation worksheet and compendium and then tested these materials' effectiveness in capturing CBCL teaching behaviors and providing feedback to CBCL faculty facilitators. Seventy-three percent of faculty rated the worksheet and compendium as extremely helpful or helpful in identifying new teaching techniques. Moreover, 90% found the CBCL peer observation and debriefing to be extremely helpful or helpful, and 90% were extremely likely or likely to incorporate peer suggestions in future teaching sessions. Medical schools have begun to embrace flipped classroom methods to eliminate passive, lecture-style instruction during the preclinical years of the MD curriculum. This tool identifies specific in-classroom approaches that engage students in active learning, guides peer observers in offering targeted feedback to faculty on teaching strategies, and presents consensus-based resources for use during CBCL faculty development and training.

Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training

Evidence Based Medicine integrates clinical expertise, best available clinical evidence, as well as patient’s values and preferences to manage the care of patients. Surgeons have traditionally performed surgery according to their mentor teachings, these techniques being passed down through several generations. Current surgeon culture must evolve to integrate EBM into their clinical practice. The knowledge and skills required for searching and appraising critical literature needs to be taught to enable surgeons to implement it effectively. Evidence based surgery (EBS) will encourage surgeons to apply the best up-to-date knowledge to find the most effective surgical management plan for their patients. Several methods of teaching EBS to surgical trainees have shown to be effective including workshops, small group discussions, lecture style teaching and courses involving a combination of techniques. Journal clubs have gained in popularity and provided excellent teaching environments for surgeons to learn critical appraisal. Recently EBM has been introduced into the undergraduate programme to provide young medical practitioners with a strong foundation in EBM competency, and a positive attitude towards applying EBM to clinical practice. In this review, we aim to provide an overview of the principles of EBM and the success and challenges of teaching methods to deliver EBM for the surgical field.

John Dewey and the Role of the Teacher in a Globalized World: Imagination, empathy, and ‘third voice’

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’.

Problem‐Based Learning is a More Effective Method at Developing Critical Reasoning Skills When Compared to Traditional Instructional Methods

The effective development of critical reasoning skills (CRS) is one of the most important factors to ensure student success in the professional environment. Problem‐based Instruction (PBI) pedagogy has been theorized to be a more effective method of developing CRS compared to traditional lecture‐style instruction (LI). Previously, it has been shown that students taught by PBI perform better on exams compared to LI students and that this effect is magnified in traditionally low achieving students (Franklin et. al, AJP: Advances in Education, 2015). This study compared the effectiveness of PBI with LI at developing writing and critical reasoning skills in an upper level, undergraduate animal physiology (AP) course. Students enrolled in AP were randomly assigned to one of two experimental groups: LI (n=41) or PBI (n=73). Student grade point averages were not different between groups at the onset of instruction (p>0.05). To assess the effectiveness of each of these methods at developing CRS, student writing assignments at the beginning and end of the semester were evaluated. Within these writing assignments students were asked to explain the rationale behind a laboratory experiment, report experimental results in a logical manner and discuss the scientific implications of these results. All writing assignments were scored blindly, by 3 graders based on a specific rubric scaled 1–10. Scores were not different between the two groups at the onset of the course (writing assignment #1, first lab of the semester) with LI students scoring 5.45±1.29 points and PBI students scoring 5.18±1.18 points out of a possible 10 points. Writing assignment #2 covered the last lab of the semester. While students in both instructional groups showed improvement in their writing over the course of the semester, students in the PBI group exhibited markedly greater improvement (85.05±33.71%) between writing assignments 1 & 2 compared to LI students (36.79±25.24%, p<0.05, d=1.62). These results indicate that PBI students, who have been challenged to think about conceptual problems and work with their peers to find a solution, develop better critical reasoning skills compared to LI students who are simply provided with direct informational instruction in a lecture style format.Support or Funding InformationThis work was partially supported by National Science Foundation Grant 0431552 (to J. L. Osborn, Principal Investigator).

A Comparison of Online and Face-to-Face Approaches to Teaching Introduction to American Government

ABSTRACTThis article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion sections moderated by graduate students; (3) blended, an interactive online textbook with face-to-face full-class meetings taught with a blend of lecture, discussions, and in-class activities; and (4) online only, an interactive online textbook with (almost) no face-to-face class meetings. We find that the mode of course delivery is significantly related to student academic engagement and performance as well as civic educational outcomes. Although drop rates were higher in the online only condition, students who successfully completed the online course were significantly more likely to express interest in discussing and participating in politics. Furthermore, students in the online only and blended conditions demonstrated significantly higher levels of objective political knowledge relative to students taking the course in a more traditional format. Finally, students enrolled in sections that assigned the interactive online textbook rated their textbook as significantly more beneficial to their learning experiences than did students who used the traditional paper textbook.

Creating Lifelong Learners: Fostering Facilitation, Modeling, & Choice in the Classroom

This article discusses alternatives to the lecture-style teaching that remains a fundamental practice for many middleschool classrooms. Information was accumulated by pre-service middle school language arts teachers, whointerviewed their mentor for their student teaching experience, focusing on how each teacher attempts to fosterlifelong learning through facilitating learning rather than directing it. To do so, respondents stated that they attemptto provide more choices for students based on students’ interests or experiences, promote collaboration amongstudents, and model or guide the learning by providing clear examples. These methods of communication attempt toinspire learning with the use of visual, auditory, tactile, or kinesthetic instructional techniques. Teachers providestudents with the digital environment to foster research skills, making students much more autonomous learners. It ishoped that by reading this article teachers will be able to facilitate the learning of students so as to promote students’own interests, creating lifelong learners as a result.

Innovations in the Delivery of Content Knowledge in Special Education Teacher Preparation

Teacher educators are expected to provide preservice special education teachers with extensive knowledge about a variety of topics as well as allowing candidates a chance to engage in higher-level thinking about content. Today, some teacher educators are thinking “outside the box” when it comes to instructional delivery by moving beyond the traditional lecture format for instruction. This article discusses three alternatives to lecture-style instruction: (a) interteaching, (b) video-based reflection, and (c) content acquisition podcasts. Each of these strategies is a way to improve candidates’ engagement with the material while improving learning. The features and benefits of each approach are provided in addition to steps for using these strategies within teacher preparation.

Open Inquiry‐Based Learning Elicits Deeper Understanding of Complex Physiological Concepts Compared to Traditional Lecture‐Style or Guided‐Inquiry Learning Methods

Inquiry‐based teaching (IBT) pedagogy has been theorized to be a more effective method of conveying deeper understanding of scientific concepts compared to traditional lecture‐style instruction. This study compared 2 levels of IBT (guided‐problem based inquiry, GPBL; and open ended‐problem based learning, OPBL) with traditional lecture style instruction (LI) in an upper level, undergraduate animal physiology (AP) course. Students enrolled in AP were randomly assigned to one of three experimental groups: LI, GPBL or OPBL. Student grade point averages were not different between groups at the onset of instruction (p>0.05). Student assessments included multiple choice (MC) and short answer (SA) questions at 3 time points across the semester. Students in the OPBL group scored higher on both MC (56.48±6.92pts) and SA (55.38±8.78pts) compared to the LI group (MC: 53.52±8.64pts; SA: 50.95±12.7pts; p<0.05). Conversely, the GPBL group showed no difference in either MC scores (53.54±7.27pts) or SA scores (50.28±11.75pts). These results indicate that students with OPBL instruction, who have been challenged to think about conceptual problems and work with their peers to find a solution, gain a better understanding of concepts compared to LI students. Future studies will assess the writing sample performances of each test group in the same experimental design.

Investigation on Improvements of Students’ Comprehensive Capability by Team Research Study

Team research study subvert the traditional lecture-style teaching model as it can help students to develop the ability of analyzing and solving problems, communication skills, sense of teamwork and creativity. So the students’ comprehensive capability has been greatly improved. This paper divided the team research study into three periods: preparation, research and results demonstration. It also elaborated the role of teachers in the three periods. On this basis, the paper analyzed two issues in depth when doing team research study, and point out that the quality of teachers should be improved as well as the problem of class-hour occupation should be well solved in order to ensure to carry out the team research study effectively.

Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.

치위생과 강의식 수업에서 효과적인 교수행동

ABSTRACTObjectives : The purpose of this study was to examine what teaching behavi or would have a good effect on learn-ers in lecture-style instruction in the department of dental hygiene.Methods : The subjects in this study were 650 students who were in the three-year department of dental hygieneat four colleges in Gyeonggi Province and Chungcheong Province. After a survey was conducted, frequencyanalysis and ANOVA were utilized to analyze the collected data. The findings of the study were as follows.Results : The students put the highest value on knowledge among the fac tors of teaching behavior irrespective oftheir academic year, academic standing and learning style, followed by skills and attitude. Out of every subfactor,they set the highest value on a sense of humor regardless of th eir academic year, academic standing and learningstyle, and put the lowest value on the attitude factor such as enthusiasm. There were differences among the stu-dents in evaluation of the factors of teaching behavior accordi ng to academic year, and the students whose acad-emic year was higher set a higher value on the factors of teach ing behavior. There were no differences accordingto their academic standing and learning style.Conclusions : The dental hygiene students viewed the knowledge factor as th e effective factor of teaching beha-vior, and regarded a sense of humor as the best subfactor. Alth ough the attitude factor like enthusiasm is impor-tant, it seemed that the students hoped for the kind of instruc tion that would be delightful, intriguing and clearlyconvey what to learn.(J Korean Soc Dent Hygiene 2012;12(1):189-200)keyword: dental hygiene, lecture-style instruction, teaching behavior색인: 강의식수업, 교수행동, 치위생과

Is traditional teaching really all that bad? A within-student between-subject approach

Recent studies conclude that teachers are important for student learning but it remains uncertain what actually determines effective teaching. This study directly peers into the black box of educational production by investigating the relationship between lecture style teaching and student achievement. Based on matched student–teacher data for the US, the estimation strategy exploits between-subject variation to control for unobserved student traits. Results indicate that traditional lecture style teaching is associated with significantly higher student achievement. No support for detrimental effects of lecture style teaching can be found even when evaluating possible selection biases due to unobservable teacher characteristics.

Simulation of medical emergencies in dental practice: development and evaluation of an undergraduate training programme

The evidence available suggests that many dentists on graduation do not feel competent managing medical emergencies; a problem requiring improved undergraduate training. This study developed a comprehensive simulation based training programme for final year undergraduate dental students and assessed student attitudes towards training. Final year dental students (n = 52) from The University of Melbourne were required to complete simulation training incorporating an interactive tutorial and realistic, simulated emergency scenarios conducted in the students' real clinical environment. A post-participation questionnaire utilizing a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) assessed student attitudes. Student responses supported simulation training, evidenced by the following selected questionnaire responses: achieved greater confidence in managing emergencies 4.65 ± 0.48 (n = 52); prefer lecture to simulation 1.46 ± 0.74 (n = 52); simulation training is important in undergraduate teaching 4.86 ± 0.35 (n = 43). Realistic simulation training in management of medical emergencies for dental students is an effective adjunct to traditional lecture style teaching. Given the importance of this subject, this mode of training would benefit students if incorporated into undergraduate dental courses.

Lecturing style teaching and student performance

Teachers in the Netherlands tend to spend less time in front of the class, and often adopt a more personal approach. This allows them to better adjust their lecturing style to the needs of the individual student with the aim of increasing student performance. However, a more personal approach is also more time consuming and potentially reduces the complementary and scale effects of the more traditional lecture style teaching. This study examines whether the proportion of time that teachers lecture in front of the class influences the cognitive performance of students in the Netherlands. In this study we find no relationship between the proportion of time spent lecturing in front of the class and student performance.