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Direct linkLee, Yuan-Hsuan – Journal of Computer Assisted Learning, 2022
Background: Processing and comprehending information from multiple sources have been a primary means of learning and are essential 21st-century skills to construct knowledge for a deeper understanding. Objectives This study examined students' individual differences in search strategies and internet epistemic beliefs as well as the effect of…
Descriptors: Reading Comprehension, Search Strategies, Online Searching, Internet
Download full textLavallée, Maxime; McDonough, Kim – TESL Canada Journal, 2015
Previous research has shown that high frequency lexical items, such as AWL words and formulaic expressions, may differentiate between texts written by expert and novice writers (Chen & Baker, 2010; Hancioglu, 2009), and that lexical features related to breadth, depth, and accessibility differentiate among texts from L2 writers of different…
Descriptors: Word Frequency, English for Academic Purposes, English (Second Language), Second Language Learning
Titsworth, Scott – Communication Education, 2004
Lecture listening is one of the most common classroom experiences for college students. Unfortunately, students are relatively inefficient notetakers in these situations; in fact, students record less than 40% of the information from lectures. This experiment explored the effects of two lecture cues, immediacy and organizational statements, on…
Descriptors: Cues, Lecture Method, Notetaking, College Students
Peer reviewedRickards, John P.; Fajen, Brett R.; Sullivan, James F.; Gillespie, Gerald – Journal of Educational Psychology, 1997
Two experiments (n=41 and n=166), one in listening and one in reading, examined the relationships among signaling (structural cues), notetaking, and field dependence-independence in college students. Field-independent subjects seemed to use a tacit structure strategy, whereas field-dependent subjects seemed to display structuring skills when…
Descriptors: College Students, Cues, Field Dependence Independence, Higher Education
Peer reviewedScerbo, Mark W.; And Others – Contemporary Educational Psychology, 1992
Effects of time on notetaking and immediate retention, the relative effectiveness of spoken and written cues, and cuing schedules were studied with 160 students. Retention from lecture portions with more or fewer notes was similar, written-cued statements were better retained, and cuing schedules had subtle effects. (SLD)
Descriptors: College Students, Cues, Higher Education, Lecture Method
Walbaum, Sharlene D. – 1989
Three variables (verbal aptitude, listening ability, and notetaking) that may mediate how much college students learn from a lecture were studied. Verbal aptitude was operationalized as a Verbal Scholastic Aptitude Test (VSAT) score. Listening ability was measured as the score on an auditory short-term memory task, using the serial running memory…
Descriptors: College Entrance Examinations, College Students, Cues, Encoding (Psychology)
