THE INTRODUCTORY CLASS IN HIGHER-EDUCATION - SOME OLD PROBLEMS AND NEW CONSIDERATIONS

The traditional text and lecture format has remained the norm in intro ductory college courses despite evidence, such as the personalized sys tem of instruction, that other practices could improve what is learned and retained. The growth of distance learning provides new opportunit ies to implement effective teaching practices. Unfortunately, an adequ ate comparison of various teaching practices is not possible (even wit h regard to the teaching of behavior analysis). Few practices have bee n assessed with respect to course-end effects (final exam performance) , and longer term effects remain almost wholly unexplored. Studies of the retention of academic materials, the practice required for mastery or fluency, and the relation between verbal repertoires and correspon dent everyday behaviors suggest course outcomes more modest than those hoped for earlier. Suggestions for changing current practices have li ttle credibility until the size of the gap between present and possibl e learning outcomes is much better known, and the personal, social, an d economic consequences of bridging that gap (or not) are assessed.