American Association for Higher Education,

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored learning and the learner. There are many omissions in the research, such as what courses and subject matter areas promote critical thinking and a spirit of inquiry; and how students can be helped to become independent learners. Some studies in the past few years have begun to probe the underlying complexities of teaching-learning. One of the best examples of the new approach for both conceptualizing the issues and investigating them is the Instructional Gestalt. Many of the recently introduced approaches to instruction can be grouped into three categories: (1) personalized, individualized to process instruction (P-I-P); (2) experiential learning; and (3) acceleration programs. Results of this recent research points out that the role of the instructor must be altered and broadened. There can be a dramatic decrease in dispensing content and lecturing in the classroom without any decrease in the quality of learning. (AF) U.S. DEPARTMENT OF HEALTH