An Evaluation of Lectures in a Computer-Based, PSI Introductory Psychology Course

Abstract

Many educators believe that adding computers and other technology to their teaching repertoire is useful. But as they add technology they often decide to continue that staple of higher education: lecturing. This article describes an evaluation of lectures in a computer-based, personalized system of instruction introductory psychology class. Students' instructor evaluations, student characteristics, and performance provided data on whether students come to lectures if not forced, whether lectures benefit student learning, and whether students appreciate instructors who create and deliver lectures. Results from this study question the use of lectures as a general teaching method or as a supplement to technological teaching. We urge instructors to examine the body of research on alternatives to lecturing as they plan to integrate technology into their teaching.