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The Provision of Partial Notes Is Not Associated with Improved Student Attention in Lectures or Subsequent Understanding of the Lecture Material
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Machida, Keitaro; Chin, Michelle; Johnson, Katherine A. – Active Learning in Higher Education, 2018
To optimize learning in lectures, students need to maintain a sustained level of attention to the lecture material. Previous research has suggested, however, that student attention declines over the course of the lecture. One strategy suggested to improve sustained attention of students during the lecture is to encourage note-taking by students.…
Descriptors: Notetaking, Attention, Lecture Method, Learner Engagement
Moderating the Seductive Details Effect in Multimedia Learning with Note-Taking
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Wang, Zhe; Sundararajan, Narayankripa; Adesope, Olusola O.; Ardasheva, Yuliya – British Journal of Educational Technology, 2017
Although the seductive details effect, a phenomenon where interesting but irrelevant pictures impede comprehension, is well documented, studies examining ways of moderating its detrimental impact on learning remain few. The present study examined the effect of note-taking on the seductive details effect. Chinese undergraduate participants (N = 91)…
Descriptors: Foreign Countries, Undergraduate Students, Multimedia Instruction, Notetaking
Disciplinary Literacy: A Study of the Cognitive, Social, and Semiotic Practices of Disciplinary Experts
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Chapman, Suzanne Coatoam – ProQuest LLC, 2015
Recent scholarship on secondary reading calls for a shift from teaching generic literacy strategies to teaching discipline-specific language and literacy practices (Fang & Schleppegrell, 2008; Moje, 2008; Shanahan & Shanahan, 2012). This call for disciplinary literacy instruction (DLI) reflects the growing recognition that literacy…
Descriptors: Semiotics, Literacy, Teaching Methods, Cognitive Processes
Examining the Integration of Talk and Writing for Student Knowledge Construction through Argumentation
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Chen, Ying-Chih – ProQuest LLC, 2011
The purpose of this study was to examine students' understanding of argumentation when talk and writing were provided as learning tools, as well as to explore how talk and writing can best support students' construction of scientific knowledge. Most current studies have examined discourse patterns over a short interval of only a few class periods…
Descriptors: Persuasive Discourse, Cognitive Processes, Scientific Literacy, Active Learning
Effects of Cognitive Style and Immediate Testing on Learning from a Lecture.
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Kardash, Carolanne M.; And Others – Journal of Educational Research, 1988
Results of an experimental study of 46 field-independent and 39 field-dependent undergraduates indicate that immediate testing after a lecture resulted in no performance differences on a delayed test. However, without immediate testing, field-independent students performed better. All students reviewed notes before delayed testing. (IAH)
Descriptors: Cognitive Processes, Comparative Analysis, Field Dependence Independence, Higher Education
Instructor-Supplied Notes and Higher-Order Thinking.
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Hohn, Robert L.; And Others – 1989
The comparative effectiveness of different types of instructors' notes provided during lectures of varying complexity was examined. Ninety-four undergraduates (sophomores and juniors) at a large Midwestern university were presented with 2 taped lectures, each about 60 minutes long. The first lecture was a fact-based description of instructional…
Descriptors: Cognitive Processes, Comparative Analysis, Difficulty Level, Higher Education