Selected Research:

Bligh, D. A. (2000). What’s the use of lectures? San Francisco: Jossey-Bass Publishers.

Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger III, H. L. (2010).  Memorial consequences of multiple choice testing on immediate and delayed tests. Memory and Cognition, 38, 404-418.

Hackathorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E., & Garczynski, A. M. (2011). Learning by doing: An empirical study of active teaching techniques. Journal of Effective Teaching, 11, 40-54.

Hadjioannou, X. (2007). Bringing the background to the foreground: What do classrooms environments that support authentic discussions look like? American Educational Research Journal, 44, 370-399.

Landrum, R. E. (2015). Teacher-ready research review: Clickers. Scholarship of Teaching and Learning in Psychology, 1(3), 250-254.

Maki, R. H., Maki, W. S., Patterson, M., & Whittaker, P. D. (2000). Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses. Behavior research methods, instruments, & computers, 32, 230-239.

McKeachie, W. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (11th ed.), MA: D. C. Heath.

Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of personal response systems (“clickers”) in large, introductory psychology classes. Teaching of Psychology, 35, 45-50.

Stewart-Wingfield, S., & Black, G. S. (2005). Active versus passive course designs: The impact on student outcomes. Journal of Education for Business, 81, 119–125

See also: ‘An Evidence-Based Guide to College and University Teaching’