APPENDIX J. LIST OF VARIABLES After reviewing the vast amount of research comparing the lecture with other forms of instruction, the lecture appears to have decreasing value in certain areas of the teaching/ learning process (Costin, 1972). "Lectures were once useful; but now, when all can read, and books are so numerous, lec tures are unnecessary.. (Boswell, 1981, p. 471). "As a means of imparting information, especially if habitually used, the formal lecture is probably the most ineffective and wasteful of all methods" (Schueler, 1951, p. 92). The lecture in its traditional sense has its value as a means of instruction and should not be overlooked. "In spite of its disadvantages, the lecture remains the most effective means by which you may transmit to your whole class of stu dents the subject matter of your teaching" (Weston, 1951, p. 65). The lecture, then, remains significant. However, as in structors study their teaching performance and look at com municating information at higher levels of learning, they often seek alternative teaching systems to the lecture. "A suspicion arises, however, supported by bits of evidence, that other methods of teaching may be more effective than lecturing in achieving some of the higher level cognitive and attitudinal objectives" (McKeachie, 1967, p. 8). The concern at this point is to select an approach that will best serve the needs of the teacher and students rather 4 than just replacing an "old idea" with a new one.. .. the pressure to "invent" the new methods comes from an increasing awareness that the old methods are no longer adequate to meet our needs (McKeachie, 1967, p. 8). Before leaping into new styles of teaching, it is advisable that the instructor determine the selection of an approach by using some sort of criteria. The emphasis on excellence, research and systems which are able to reach more students with less instructional per sonnel justifies continued study of audio-tutorial systems approaches to recreational learning and selection of criteria that answer the following questions. Can audio-tutorial ma terials of high quality be developed in the cognitive area of recreation? Does the use of audio-tutorial materials affect students' attitudes and participation during the duration of a course? Does the use of audio-tutorial materials affect the level of motivation to continue to participate in recrea tion? The need for further analysis will be addressed in this study. Purpose of the Study Recent technological advances permit us to develop a variety of learning experiences. We can now approach the educational process by creating activities and situations that motivate and involve the learner so that learning be comes exciting. The challenge for educators is to provide
