Personalized instruction has long been a goal of behavior analysis in the education of typically developing populations, one important element of which is the delivery of lectures in new formats. This study tested feasibility of online lecture delivery by comparing online and in-class delivery of lectures using an adapted alternating treatments design. Each week, the lecture component of a unit of an introductory behavior analysis course was presented either online or in-class, alternating week to week. The alternation was counterbalanced between two sections, where one section saw the lecture for a given unit -online while the other did it in-class, allowing for comparison between lectures of a given unit as well as across units within a section. First attempt quiz scores were measured. No significant difference in the trend of quiz scores between conditions was detected, averaging 73.1% (range, 50.4% to 83.4%) for online and 72.8% (range, 54.8 to 84%) for in-class conditions. This suggests that online lectures are a feasible alternative lecture delivery in this introductory behavior analysis course. This experimental methodology may also be used to test other instructional techniques as well. The ability to place lectures online, opens the door to further, more refined, experimentation with modern instructional methods such as the “flipped classroom.”

<p>The purpose with this research was to find out what advantages and/ or disadvantages there might be as playing the role as a lecture. In everyday life we give eachother different roles. During the last years the lecture has become a current and outstanding role. This has made me more curious about the lectures´ thoughts about there role. In this work I have tried to explore about the lecture playing the role. I have questioned if the lecture really is playing a role and if so what the effects of that would be. To analyse my material I have used roletheory. The method I have used is depth interviews. My inteviewgroup contains of 6 persons, 3 men and 3 women. They all have got different educations. The result of my research shows that the lectures are playing roles and there are more advantages than disadvantages. The advantages by playing a role could be for instance to strengthen the message. It is easier to create dramatic and excitement and getting the audience listen to you when you are playing a role as a lecture.</p><p>The disadvantages by playing a role tend to be that the lecture might loose his or her credibility. Playing a role as a lecture could also mislead the lecture and make him or her powerless.</p>

The purpose with this research was to find out what advantages and/ or disadvantages there might be as playing the role as a lecture. In everyday life we give eachother different roles. During the last years the lecture has become a current and outstanding role. This has made me more curious about the lectures´ thoughts about there role. In this work I have tried to explore about the lecture playing the role. I have questioned if the lecture really is playing a role and if so what the effects of that would be. To analyse my material I have used roletheory. The method I have used is depth interviews. My inteviewgroup contains of 6 persons, 3 men and 3 women. They all have got different educations. The result of my research shows that the lectures are playing roles and there are more advantages than disadvantages. The advantages by playing a role could be for instance to strengthen the message. It is easier to create dramatic and excitement and getting the audience listen to you when you are playing a role as a lecture. The disadvantages by playing a role tend to be that the lecture might loose his or her credibility. Playing a role as a lecture could also mislead the lecture and make him or her powerless.

Texte remanié de: Thèse de doctorat européen--Sciences de l'éducation--Rouen, 2004. Titre de soutenance : Lire et écrire : facettes d'un rituel : l'enseignement initial de la lecture et de l'écriture au Portugal, 1850-1974. / Bibliogr. p. 339-359.

Texte remanié de: Thesis Ph. D.--Atlanta, Ga.--Emory university. / Bibliogr. p. 139-147.

Texte remanié de: Magisterarbeit--Philosophie und Philologie--Mainz--Johannes-Gutenberg-Universität, 2006. / Résumés en espagnol et en anglais. Bibliogr. p. 145-156. Notes bibliogr.

Mémoire d'orthophonie : Médecine : Nantes : 2007. / Bibliogr.

Mémoire de master en sciences de l'information et des bibliothèques : services documentaires numériques : Villeurbanne, ENSSIB : 2008. / Texte intégral. Résumé en français et en anglais. Bibliogr. f. 69-70. Index.

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