ERIC Number: ED026966
Record Type: RIE
Publication Date: 1968-Dec
Reference Count: 0
The Teaching-Learning Paradox: A Comparative Analysis of College Teaching Methods.
Dubin, Robert; Taveggia, Thomas C.
The results of a careful and systematic reanalysis of the data of almost 100 comparative studies of different college teaching methods are reported. No shred of evidence was found to indicate any basis for preferring one teaching method over another as measured by the performance of students on course examinations. Underlying all theories concerning the efficacy of one teaching method over another is an implicit model of how teaching and learning are linked. However, we really do not know what the linkage is. The need for establishing clear and unequivocal links between a theory of learning and a theory of teaching is a vital one. To answer this need, research on comparative college teaching methods has to move in new directions: (1) to find the commonalities among all distinctive college teaching methods; and (2) to develop models of the teaching-learning situation. Nothing new will be discovered about college teaching methods until new questions are asked and their answers sought in research that is significantly different from that pursued in the past. The Appendices explain how conclusions were reached. A Bibliography is included. (Author/JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.