In the summer of 1970, a study was undertaken at Lane Community College, Eugene, Oregon, in an attempt to explore the effectiveness of certain organizational patterns in teaching a large class at the undergraduate level. This document presents the final report of the study, which is organized as follows: Chapter 1 presents a review of related research and a summary of the implications of that research as it pertains to the project. After a statement of objectives and assumptions, Chapter 2...
Topics: ERIC Archive, Coordination, Educational Cooperation, Higher Education, Large Group Instruction,...
This essay addresses the hitches and glitches in the hybrid instruction system of teaching and learning for large-enrollment courses. This new instructional methodology asks facilitators to redesign their entire traditional teaching and learning practices. The nature of subject to be taught via the hybrid mode further affects the success rate of the modules from the time of inception to launch to actual delivery and completion of the course. The entire process involves undoing the old habits...
Topics: ERIC Archive, Blended Learning, Large Group Instruction, Curriculum Design, College Instruction,...
A revolution of sorts is underway in providing open access to rich resources, actual courses, and even entire degrees online. This revolution is fueled by the combination of a bubble in tuition rates, lingering effects of the recession, monumental student debt exceeding one trillion dollars in the United States, development of increasingly sophisticated online and mobile technologies at shrinking cost, and the near-ubiquity of access to the Internet through fixed and mobile services....
Topics: ERIC Archive, Internet, Educational Technology, Online Courses, Large Group Instruction, Higher...
The use of the Communication Center to make higher education more efficient and more effective is discussed. The development and increased use of instructional aids and media can make large group instruction more effective and can present more information than an instructor can present alone. This program has greatly expanded and is coordinated, promoted, and supported by Rensselaer's Office of Institutional Research. There is a continuous process of experimentation and evaluation. From these...
Topics: ERIC Archive, Audiovisual Instruction, Classroom Communication, Educational Media, Higher...
Information and suggestions are provided on the use of team learning in large college classes. Introductory material discusses the negative cycle of student-teacher interaction that may be provoked by large classes, and the use of permanent, heterogeneous, six- or seven-member student learning groups as the central focus of class activity as a method of breaking this cycle. The next sections briefly examine the formation of groups; the sequence of instructional activities (i.e., individual...
Topics: ERIC Archive, Group Activities, Group Discussion, Grouping (Instructional Purposes), Large Group...
Postsecondary enrollment in distance education courses, particularly those offered online, has rapidly increased in recent years (Allen and Seaman 2013). Traditionally, distance education offerings and enrollment levels have varied across different types of institutions. For example, researchers have found that undergraduate enrollment in at least one distance education course is most common at public 2-year institutions, while undergraduate enrollment in online degree programs was most common...
Topics: ERIC Archive, College Students, Distance Education, Enrollment Trends, Enrollment Rate, Tables...
For three years (including 1968-69), remedial English has been taught at Golden West College (California) to groups of 200-365 students. Follow-up studies, begun with the opening of the College, have indicated that the student who completes the remedial program and proceeds to freshman composition has a better chance of success (C or better) than the initially qualified student who was not required to enroll in remedial courses. Two main problems were faced: (1) 60-70% of the entering freshmen...
Topics: ERIC Archive, English Instruction, Followup Studies, Large Group Instruction, Remedial Programs,...
The development of a computer-based, university-wide testing system at Brigham Young University is discussed, as is its application to two large-enrollment math classes. The hardware configuration, software applications, general philosophy, budget, and personnel requirements of the system are also explained. Development of the system over time is explained as is the flow of students and faculty through the system. The organization of the two math courses is described and the philosophy and...
Topics: ERIC Archive, College Mathematics, Computer Assisted Testing, Computer Oriented Programs, Higher...
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Peer Evaluation, Formative Evaluation,...
The booklet describes approaches to teaching a large group of severely developmentally disabled students. The book begins with a review of the circle time format intended to foster motivation through a sense of playfulness, novel items, and opportunities for student participation and response. A theme approach to planning is advocated, and examples of some popular units using the calendar are given along with corresponding activities (including circuses and St. Patrick's Day). A...
Topics: ERIC Archive, Developmental Disabilities, Large Group Instruction, Learning Activities, Lesson...
DEVELOPED AND CONSTRUCTED AT MT. SAN JACINTO COLLEGE, CALIFORNIA, A CLASSROOM RESPONSE SYSTEM PERMITS THE INSTRUCTOR TO NOTE INDIVIDUAL STUDENT RESPONSES TO QUESTIONS AND TO PROVIDE IMMEDIATE FEEDBACK. PRESENTATION OF QUESTIONS BY MEANS OF AN OVERHEAD PROJECTOR HAS PROVED TO BE MORE SATISFACTORY THAN PRESENTING THEM ORALLY, KNOWLEDGE OF STUDENT RESPONSES HAS ENABLED THE INSTRUCTOR TO ELICIT VARYING POINTS OF VIEW DURING DISCUSSION OF QUESTIONS. SIMPLER THAN MOST COMMERCIALLY DEVELOPED RESPONSE...
Topics: ERIC Archive, Electromechanical Aids, Electronic Classrooms, Feedback, Large Group Instruction,...
In the age of globalization, the need for language learning is greater than ever before. "Globalization is a process by which the people of the world are unified into a single society and [function] together" (Chomsky, 2006, cited in Ivan, 2012, p. 81). As global citizens we need to be able to work in settings characterized by linguistic and cultural diversity and that means that "language competencies and intercultural skills [are] more than ever a part of the key qualifications...
Topics: ERIC Archive, Second Language Learning, Online Courses, Large Group Instruction, Distance...
IMMEDIATE RESPONSE SYSTEMS MAY BE AN EFFECTIVE MEANS OF INDIVIDUALIZING INSTRUCTION AND OF HELPING THE INSTRUCTOR TO EVALUATE THE PROGRESS OF HIS STUDENTS. SUCH A SYSTEM PROVIDES FOR CONTINUOUS ACTIVE RESPONSE, THE IMMEDIATE KNOWLEDGE OF THE RESULTS OF A RESPONSE, AND THE POSSIBILITY OF CORRECTING ERRONEOUS RESPONSES BEFORE PROCEEDING. THE BASIC EQUIPMENT IS A SET OF INDIVIDUAL STUDENT RESPONDERS AND A TEACHER'S CONSOLE ON WHICH THE RESPONSE OF EACH STUDENT IS INDICATED. SYSTEMS MAY ALSO...
Topics: ERIC Archive, Electromechanical Aids, Evaluation Methods, Feedback, Large Group Instruction,...
This chapter describes how cooperative learning provides one means of making the best of the less than ideal situation that teachers face when facilitating learning in large classes. The chapter begins with a description of some of the difficulties teachers confront when using group activities with large classes. Next, background on cooperative learning is presented, including theory, research, principles, differences between cooperative learning and traditional group activities, and details of...
Topics: ERIC Archive, Cooperative Learning, Class Size, Large Group Instruction, Group Activities,...
Massive open online courses (MOOCs) have generated considerable media interest, more than other education initiatives such as Open Education Resources (OERs). In this article the author argues that this can be seen as an example of the battle for narrative in open education. MOOCs attracted media interest because they appealed to broader narratives such as "education is broken" and the dominant Silicon Valley narrative. Analysis of the media coverage of MOOCs highlights how they...
Topics: ERIC Archive, Educational Technology, Technology Uses in Education, Online Courses, Large Group...
As part of an ESEA Title III study of selected aspects of the program at Abington High School-North Campus, a committee was formed to (1) identify valid objectives for large group instruction used at the school, and (2) determine teacher appraisal of the extent to which these objectives were being reached. The committee constructed an opinionnaire based on the objectives which were identified. Completed opinionnaires were received from 32 teachers. Six conclusions concerning large group...
Topics: ERIC Archive, Educational Objectives, High Schools, Instructional Innovation, Large Group...
This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Course Evaluation, Student Attrition,...
Four newsletter issues on college instruction cover large class instruction, working with teaching assistants (TAs), preparing a course syllabus, and practical approaches to dealing with cheating on exams. Specific topics include: deciding on content for large class lectures, selecting texts and readings, physical characteristics of the lecture classroom, communicating expectations for the semester to students, maintaining students' attending during a lecture, planning testing and grading at...
Topics: ERIC Archive, Cheating, Class Size, College Instruction, Course Content, Course Descriptions,...
Digital technologies are revolutionizing all parts of society, including higher education. Universities are rapidly adapting to the prevalence of staff and student mobile devices, digital tools and services on campus, and are developing strategies to harness these technologies to enhance student learning. In this paper, I explore the use of digital technologies to support blended learning in universities, and discuss how massive open online courses (MOOCs) can be improved through better...
Topics: ERIC Archive, Higher Education, Blended Learning, Online Courses, Large Group Instruction, College...
How literacy develops has been of interest to scholars and practitioners of literacy for at least the past century. The Vygotskian perspective of literacy emphasizes social interaction but places les emphasis on stages of behavior. Children build new concepts by interacting with others, such as teachers, who either provide feedback or help them accomplish a task. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options...
Topics: ERIC Archive, Individualized Instruction, Teaching Methods, Learning Activities, Small Group...
Following a "Statement on Teaching Experience as Part of Ph.D. Programs," two orientation programs for teaching assistants are described. Five recent experiments in teaching mathematics to large numbers of undergraduates are also described, one using television and the remainder using modules. (MM)
Topics: ERIC Archive, College Mathematics, Educational Television, Instruction, Large Group Instruction,...
The first section of this final report is an introduction that is on video tape and available only through the author. The second section, which is written, concerns large group instruction. It contains infcrmation on the lecture and on an instructional management strategy for individualized learning. Small group instruction is explored in section three. Some of the topics discussed are what is small group discussion and why it is desirable, how small groups should be organized, and how small...
Topics: ERIC Archive, Behavioral Objectives, Evaluation, Independent Study, Inservice Teacher Education,...
STUDENTS IN EXPERIMENTAL LARGE GROUP-SMALL GROUP CHEMISTRY CLASSES WERE COMPARED TO STUDENTS IN CONVENTIONALLY ORGANIZED CHEMISTRY CLASSES FOR GAIN IN KNOWLEDGE OF CHEMISTRY AND OTHER LEARNING OUTCOMES. THE 1,241 STUDENTS INVOLVED IN THE INVESTIGATION WERE ENROLLED IN 14 URBAN, SUBURBAN, AND RURAL SCHOOLS. EXPERIMENTAL CLASSES RANGED IN SIZE FROM 78 TO 153 STUDENTS FOR LARGE GROUP INSTRUCTION AND FROM 7 TO 32 FOR SMALL GROUP ACTIVITIES. DATA WERE OBTAINED FROM STUDENT RECORDS, THE REGENTS...
Topics: ERIC Archive, Achievement, Chemistry, Conventional Instruction, Instruction, Large Group...
THE AUDITORIUM TEACHING FACILITY DISCUSSED IN THIS BROCHURE IS DESIGNED PRIMARILY TO FILL THE NEED FOR LECTURE FACILITIES FOR GROUPS OF STUDENTS UP TO 300. REQUIREMENTS FOR SUCH A FACILITY ARE LISTED AS LARGE SEATING CAPACITY, EASY ACCESS AND CIRCULATION FOR STUDENTS, MODIFICATION, DIVISIBILITY, AND CONFIGURATION. FLOOR PLANS AND A LIST OF FEATURES OF THE FACILITY ARE PRESENTED. SOME SPECIAL DETAILS DISCUSSED INCLUDE SOUND SYSTEM, ILLUMINATION, ACOUSTIC TREATMENT, AIR CONDITIONING CONTROLS AND...
Topics: ERIC Archive, Audio Equipment, Auditoriums, Classrooms, Climate Control, Closed Circuit Television,...
Bigger classes are the reality for more and more teachers across the country. In the 2010-11 school year, 57 percent of districts increased their class sizes, and 65 percent anticipate doing so in 2011-12, according to a December 2010 survey by the American Association of School Administrators. So how do teachers cope? Experts and veteran teachers suggest investing time up front in planning--from lessons to daily routines. Teachers should practice classroom procedures and get to know their...
Topics: ERIC Archive, Expertise, Homework, Volunteers, Student Participation, Parent Participation,...
Language teachers have responded to the special pedagogical needs created by large language classes as they arise rather than addressing them comprehensively. This may result from both guilt about the relatively small size of even the large language classes, and fear that expression of concern might be mistaken for trying to find an excuse for teaching problems. Limited research evidence suggests that large classes are not interfering with learning achievement. Further empirical research is...
Topics: ERIC Archive, Class Size, Language Teachers, Large Group Instruction, Research Methodology,...
An experiment was performed in a two semester introductory college physics course for non-science majors. The goal of the experiment was to determine the extent to which computer-assisted instruction (CAI) and knowledge of group dynamics can overcome the serious instructional problems of large introductory lecture courses. Students were divided into three sections. Students in one section received the CAI as individual students; students in another section studied in small groups and received...
Topics: ERIC Archive, College Science, Computer Assisted Instruction, Cost Effectiveness, Group Dynamics,...
From 2015, Australian universities will be required to demonstrate that their programmes explicitly teach and assess achievement of, knowledge and skills, and the application of both as specified by the Australian Qualifications Framework (AQF). Over the last twenty years, the sector has applied significant effort and resources to embedding the development of skills through tertiary programmes. Despite these national and institutional efforts, employer and industry concerns remain about the...
Topics: ERIC Archive, Foreign Countries, Online Courses, Large Group Instruction, Class Size, Postsecondary...
This speech discusses the concepts of the large group presentation, or the motivational experience; the small group discussion, or reaction discussions; and independent study, or continuous progress self directed learning. The discussion of these concepts is taken from the perspective of three years' participation by the author's school in a Model School Project. The school's experiences in implementing the three concepts is presented. (JF)
Topics: ERIC Archive, Group Discussion, Independent Study, Large Group Instruction, Principals, Self...
A flexible schedule allows teachers to change group size, group composition, and class length according to the purpose of the lesson. This pamphlet presents various "master" schedules for flexible scheduling: (1) Simple block schedules, (2) back-to-back schedules, (3) interdisciplinary schedules, (4) school-wide block schedules, (5) open-lab schedules, (6) rotating schedules, (7) block-modular schedules, and (8) flexible-modular schedules. Diagrams accompany each of the schedules. (HW)
Topics: ERIC Archive, Flexible Scheduling, Independent Study, Large Group Instruction, Small Group...
The Dade County Board of Public Instruction directed a study of the effects of limiting the educational television services of WTHS and WSEC, and the possibility of using those services as a part-time teaching aid rather than a full-time educational process. A cumulative capital investment of $1,317,255 in television facilities provided 2,729 hours of instructional programing in 1966-67, broadcast to 137,516 pupils in 310 schools. Although the discontinuation of television would release...
Topics: ERIC Archive, Curriculum Development, Educational History, Educational Television, Equipment,...
This paper introduces and compares three types of college level teaching: discussion, lecture, and personalized systems. The discussion method is described and identified as one that allows the learner to question and probe, giving increased internalization, greater acceptance of conclusions than other teaching methods, and other benefits. The lecture method is described as one of the oldest and most widely used forms of instruction, with certain limitations but with the advantage of ease of...
Topics: ERIC Archive, College Instruction, Discussion (Teaching Technique), Higher Education,...
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters...
Topics: ERIC Archive, Online Courses, Higher Education, Educational Quality, Instructional Design, Quality...
AN INITIAL ATTEMPT TO EVALUATE PROGRAMED INSTRUCTIONAL MATERIAL IN ALGEBRA CLASSES LED TO FURTHER EXPERIMENTATION WITH A VARIETY OF PROCEDURES. IN 1964-65, NO SIGNIFICANT DIFFERENCES WERE FOUND IN THE PERCENT OF STUDENTS SUCCEEDING IN PROGRAMED AND CONVENTIONAL CLASSES, THOUGH STUDENTS IN PROGRAMED SECTIONS DID NOT SEEM MOTIVATED TO WORK AT THEIR OWN PACE TO COMPLETION OF THE COURSE. IN THE NEXT YEAR, USE OF LARGE CLASSES FOR PROGRAMED INSTRUCTION, WITH NO CHANGE IN AVAILABLE TEACHER TIME,...
Topics: ERIC Archive, Algebra, Class Size, Experimental Teaching, Instructional Innovation, Large Group...
This article presents strategies that promote responsive instruction of young children with diverse abilities during teacher-directed large group times, specifically "circle time." It uses a traditional circle time format to show how such typical activities as observing the weather can be modified to provide multisensory, multilevel, and multiple learning opportunities. Suggestions are offered for including circle time experiences which utilize the visual, hearing, touch, smell,...
Topics: ERIC Archive, Classroom Techniques, Disabilities, Discussion (Teaching Technique), Early Childhood...
The effects of instruction in polysemantic words at the sixth-grade level are investigated. The most efficient means of teaching these words, the factors which affect such teaching, and the effectiveness of large group instruction versus small group instruction are studied. Four hundred and twenty-seven sixth-grade students from lower-, middle-, and upper-socioeconomic areas served as the sample. Three methods of instruction utilized include large group instruction using transparencies, large...
Topics: ERIC Archive, Grade 6, Independent Study, Large Group Instruction, Reading Research, Resource...
Over the past three years, Massive Open Online Courses, or MOOCs, have spanned the globe, educating millions with the potential to reach millions more. Taught by leading academics from top institutions, the courses are as complete as those offered in traditional settings; yet, in being web-based and tuition free, they disregard long-standing geographic and economic barriers. These qualities have led many to see MOOCs as a significant step towards universal education and the fulfillment of the...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Higher Education, Global Education,...
The practice of grouping children of similar ability for reading instruction is as much a part of the classroom as the chalkboard, yet for decades research into classroom practice has raised serious questions about ability grouping. A research project using the meta-analysis approach to analyze more than 50 research studies concluded that ability grouping does not enhance student achievement in the elementary school. Some teachers have used the traditional high, average, and low ability reading...
Topics: ERIC Archive, Ability Grouping, Classroom Environment, Classroom Research, Cooperative Learning,...
Higher education is facing several obstacles, one of which is the prolific rise in Massive Open Online Courses (MOOCs). This article examines the history of online education and also provides a background of the current organizations that are competing in the MOOC industry. The success of MOOCs and the current hurdles they have to overcome are examined. The article also discusses the current and future potential impact of MOOCs on higher education. Finally, the authors make recommendations to...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Higher Education, Educational Technology,...
Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual learners in these complex, diverse, and distributed environments is growing. In their work in these environments the authors have observed a growing...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Identification, Motivation, Definitions,...
Massive Open Online Courses (MOOCs) have seen enormous growth throughout the last four years. This format has fundamentally enriched the traditional method of web-based teaching and e-learning. Nevertheless, there have always been skeptical voices who announce the "death of MOOCs". We do not believe in this pessimistic scenario and in this article we will explain how we came to this conclusion. E-learning already existed long before the arrival of the first MOOC. However, e-learning...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Educational Technology, Electronic Learning,...
A FORUM-TYPE ROOM IS ONE DESIGNED TO PROVIDE EFFECTIVE, LARGE GROUP INSTRUCTION AT LOWER COST THAN IN REGULAR CLASSROOMS. INSTRUCTION BECOMES MORE EFFECTIVE THROUGH COORDINATED USE OF ALL TYPES OF AUDIOVISUAL MEDIA, SUBPROFESSIONAL SUPPORTING STAFF, DETAILED PLANNING AND REHEARSAL, AND THE FACILITY ITSELF. A PROPOSED MODEL OF A FORUM-TYPE ROOM WOULD INCLUDE (1) 300 STUDENT STATIONS, TABLET-ARM CHAIRS, A SLOPING OR STEPPED FLOOR SURFACE, STEREOPHONIC SPEAKERS, AND TELEVISION RECEIVERS, (2) A...
Topics: ERIC Archive, Audiovisual Aids, Auditoriums, Bibliographies, Classrooms, College Buildings,...
Mitchell High has been operating under a modular scheduling system for two years. Earlier studies have measured student and faculty opinion. This study was designed to sample parent opinion. Four hundred parents, constituting a 20% random sampling of the 2,000 students enrolled in grades 10-12, were mailed questionnaires in May 1969. Responses were received from 328 parents for an 82% return. The 25-item questionnaire measured attitudes toward large-group instruction, small-group instruction,...
Topics: ERIC Archive, Educational Research, Flexible Scheduling, High Schools, Independent Study, Large...
Although MOOCs are a much-discussed topic in higher education, conversations about MOOCs do not often include details regarding the nuanced nature of these courses. What do people mean when they use the term MOOC? In the current work, we delve into the variations of MOOCs, and we put a typology we previously created into practice. Our goal with this work is not only to provide an extended categorization for MOOCs but also to apply those categories to MOOCs that are currently advertised or...
Topics: ERIC Archive, Large Group Instruction, Online Courses, Educational Technology, Technology Uses in...
The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The model was implemented with three mainstreamed preschool classrooms in which half the children were handicapped. Large group, small group, and a minimal amount of one-to-one instruction is used as is increased structure within the curriculum. The rationale for emphasizing...
Topics: ERIC Archive, Demonstration Programs, Disabilities, Grouping (Instructional Purposes), Individual...
Dr. Santosh Kumar Mahapatra did not grow up speaking English, and studying English in secondary school was not easy for him. In fact, he almost failed the subject in Grades 10 and 12. Later, after he earned a master's degree in English Literature but still felt he could not speak the language well, he improved his English-speaking skills while earning a second master's degree. Now, he not only holds a PhD in English Language Teaching, but he has also designed courses--including one called...
Topics: ERIC Archive, Large Group Instruction, Teaching Methods, Teaching Skills, Educational Strategies,...
An Introductory Sociology class enrolling up to 1,000 students per semester was the group used in this experiment to discover empirically validated means of teaching the mass class with both emotional satisfaction to students and pedagogical efficiency. The course was conducted in lecture-discussion style with two lectures and one discussion meeting per week. Eleven teaching assistants were responsible for four sections of eighteen students each. The goal of the teaching program was to teach...
Topics: ERIC Archive, Classroom Research, College Instruction, Higher Education, Large Group Instruction,...
The advent of Massive Open Online Courses (MOOCs) has dramatically changed the way people learn a language. But how can we design an efficient language learning environment for a massive number of learners? Are there any good practices that showcase successful Massive Open Online Language Course (MOOLC) design strategies? According to recent research findings (Perifanou & Economides, 2014; Perifanou, 2015) there is not an ideal MOOLC platform that can offer a successful massive open online...
Topics: ERIC Archive, Online Courses, Large Group Instruction, Second Language Instruction, Teaching...
An introductory psychology course integrates subject content with other disciplines in multimedia presentations. Comparison of large multimedia and small lecture classes showed that multimedia instruction was effective in teaching large classes without eroding motivation, enabling students to make connections. (SK)
Topics: ERIC Archive, Core Curriculum, Educational Technology, Higher Education, Instructional Design,...
The document offers a brief evaluation of the effectiveness of the lecture method of teaching and a detailed outline of the characteristics that make it effective. While some of the effectiveness lies in the lecturer's ability, subject discussed, and circumstances, there are certain guidelines and procedures which are generally followed by successful lecturers. The purpose of a lecture; lecture settings; organization, designing, preparation, and presentation of the lecture; use of visual aids;...
Topics: ERIC Archive, Audiences, Audiovisual Aids, Communication (Thought Transfer), Concept Formation,...
