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Direct linkShi, Yinghui; Yang, Huiyun; Yang, Zongkai; Liu, Wei; Wu, Di; Yang, Harrison Hao – Australasian Journal of Educational Technology, 2022
This study investigated the effects of note-taking styles on college students' learning achievement and cognitive load in a 6-week lecture-based computer network course. Fortytwo students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The…
Descriptors: Notetaking, College Students, Academic Achievement, Cognitive Processes
Lin, John J. H.; Lee, Yuan-Husan; Wang, Dai-Yi; Lin, Sunny S. J. – Educational Technology & Society, 2016
The present study investigated the effects of providing subtitles and taking enotes on cognitive load and performance. A total of 73 English-as-a-Foreign-Language (EFL) undergraduates learned brain anatomy and cognitive functions through multimedia programs. We used a 2 (subtitle/no) x 2 (taking enotes/no) factorial design to test the following:…
Descriptors: Foreign Countries, Undergraduate Students, English (Second Language), Second Language Learning
Peer reviewedKiewra, Kenneth A.; Frank, Bernard M. – Journal of Educational Research, 1988
The factual and higher-order achievement of field-independent and -dependent learners was tested after exposure to lecture material. Students engaged in one of three learning techniques. The study investigated the encoding and external-storage functions of the three techniques. Methodology and results are discussed. (Author/JL)
Descriptors: Academic Achievement, Cognitive Processes, Education Majors, Encoding (Psychology)
Peer reviewedRisch, Nancy Lindberg; Kiewra, Kenneth A. – Journal of Educational Research, 1990
Eighth graders (N=85) participated in a study that manipulated the content and form of students' lecture notes. Matrix notes were found to be relatively effective for learning concepts. Girls recorded a greater number of notes than boys on tests involving recall and recognition of factual items. (IAH)
Descriptors: Academic Achievement, Cognitive Processes, Grade 8, Junior High School Students
Williams, Robert L.; Stockdale, Susan L. – Journal of General Education, 2003
This study focused on selected cognitive measures, work habits, and performance patterns of students with low critical thinking skills who achieved high grades in a large entry-level course. The high-performing low critical thinkers were compared on all target variables with both low critical thinkers who achieved low grades in the course and high…
Descriptors: Grades (Scholastic), Academic Achievement, Critical Thinking, Thinking Skills
