Abstract

AbstractOne of the major current concerns in higher education is the utilization of modes of instruction that differ from the traditional lecture or small seminar formats. Such modes of instruction have in the past been evaluated by utilizing a comparative model that seeks to assess whether one method is better than another. This paper argues that the interaction model, which seeks to determine for what type of student is what type of instruction best, is more appropriate. Several studies of interaction effects between student characteristics and mode of presentation are outlined and their implications are discussed.