A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

Alsharif, Naser Z.; Yuan, Qi

doi:10.5688/ajpe787132

Cited by 34 publications

(16 citation statements)

References 44 publications

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“…On the one hand, experimental research has severely disrupted this consistency—null effects of enthusiastic instructions on test performance, such as those reported in the current study, have steadily mounted [20–24, 27–29, 74]. On the other hand, students and educators have both become more steadfast in their endorsement of enthusiasm as a crucial aspect of effective teaching [12].…”

Section: Discussionmentioning

confidence: 91%

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task

et al. 2017

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Despite widespread assertions that enthusiasm is an important quality of effective teaching, empirical research on the effect of enthusiasm on learning and memory is mixed and largely inconclusive. To help resolve these inconsistencies, we conducted a carefully-controlled laboratory experiment, investigating whether enthusiastic instructions for a memory task would improve recall accuracy. Scripted videos, either enthusiastic or neutral, were used to manipulate the delivery of task instructions. We also manipulated the sequence of learning items, replicating the spacing effect, a known cognitive technique for memory improvement. Although spaced study reliably improved test performance, we found no reliable effect of enthusiasm on memory performance across two experiments. We did, however, find that enthusiastic instructions caused participants to respond to more item prompts, leaving fewer test questions blank, an outcome typically associated with increased task motivation. We find no support for the popular claim that enthusiastic instruction will improve learning, although it may still improve engagement. This dissociation between motivation and learning is discussed, as well as its implications for education and future research on student learning.

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Section: Discussionmentioning

confidence: 91%

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task

et al. 2017

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“…39 One study found that students' intrinsic motivation and vitality-or energy with which students pursue learning-is correlated with instructor enthusiasm. 40 This intrinsic motivation has been linked to academic achievement. 41,42 Another study of online nursing courses found that student engagement was correlated with the amount of interaction and communication students had with other students and with the instructor.…”

Section: Limitations Of the Traditional Lecture Format In Neurology Ementioning

confidence: 99%

The Future of the Lecture in Neurology Education

2018

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The lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled "together time" is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

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“…This type of creativity is an attribute of a teacher who is enthusiastic about teaching (Kunter et al, 2008 ). This effect is only amplifi ed when students have negative experiences with their instructor and/ or the subject (Alsharif & Qi, 2014 ). Kirikkaya ( 2011 ) looked at enthusiasm from the students' perspective.…”

Section: Enthusiasm As a Powerful Teacher Attributementioning

confidence: 99%

Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

Buck¹,

Akerson²

2016

ASTE Series in Science Education

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A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

Cited by 34 publications

References 44 publications

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task

The Future of the Lecture in Neurology Education

Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

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