title: The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.
abstract: This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.
authors.affiliation: Department of Psychology, Nebraska Wesleyan University, 5000 Saint Paul Avenue, Lincoln, NE 68504-2794, USA. jnb@nebrwesleyan.edu
authors.forename: Jerry
authors.initials: J
authors.lastname: Bockoven
mesh_terms: D000328:Adult; D003201:Computers; D005260:Female; D006801:Humans; D008297:Male; D010775:Photic Stimulation / Q000295:instrumentation*; D013663:Teaching / Q000379:methods*