The methods for authoring and distributing course content are undergoing substantial changes due to advancement in computer technology. Paper has been the traditional method to author and distribute course content. Paper enables students to personalize content through highlighting and note taking but does not enable the incorporation of multimedia…

Although there is general acceptance that information presented in formal learning situations must be encoded linguistically by the learner, there is little research on the differential aspects of various types of linguistic encoding strategies. A study sought to determine the differential effects of three linguistic encoding strategies on…

Forty-four undergraduates received different types of notes for review of a lecture (complete text, linear outline, or matrix), or received no notes. Any form of notes increased performance over no notes, with matrix and outline notes producing higher recall and matrix notes producing greatest transfer. (SLD)

A study compared American and international students' views about the usefulness of taking notes during English lecture presentations. Students differed in terms of their estimations of notetaking adequacy, time pressure experienced during listening and notetaking, and amount of notetaking. (Author/CB)

Research with ESL students has begun to show that Chinese students experience particular challenges in English academic listening. This study focuses on their challenges as reported by Chinese ESL students in understanding English lectures. Seventy-eight Chinese ESL students at an American university participated in this study. This paper focuses…

This practical reference guide for college faculty who teach large classes is presented, based on a workshop on improving teaching and learning in large classes. The workshop involved weekly meetings for the academic year, 1981-82, at Colorado State University. The following problems of teaching and learning in large classes were identified: (1)…

A study compared the effect of two different lecture pause procedures (pauses used for reflection and notetaking; pauses used for discussion) on the recall and note completeness of 27 college students with learning disabilities. Results show independent reflection meant fewer ideas partially recorded in notes, but otherwise no significant…

Suggestions are offered on the use of animated lectures on CD-ROM into the curriculum of an upper-intermediate-level course in English-as-a-second-language speaking and listening. The technique is recommended as a means of sharpening student listening skills and preparing students for real-life lectures in college. Animated lectures were drawn…

Discussion of the functions of note-taking and reviewing notes in the learning process highlights two studies of undergraduates that were conducted with three treatment groups: (1) note-taking only; (2) note-taking and review; and (3) review only with borrowed notes. One study involved learning from a videotaped lecture, and one from a printed…

Most information is still conveyed to university students through lectures. This necessitates that students have sophisticated listening and note-taking skills, and poses additional difficulties for non-native students. To identify areas for improvement, science lectures in English in the Sultanate of Oman were analyzed. The relationship between…

High school social studies students (n=160) were each assigned to 1 of 8 groups defined by possible combinations of 2 teacher uncertainty conditions (uncertainty vs. no uncertainty), 2 teacher "bluffing" conditions (bluffing vs. no bluffing), and 2 lecture notes conditions (students receive lecture notes handout vs. students do not…

Eight commercially-available listening and note-taking courses are reviewed and a matrix for comparing their characteristics is presented. "Listening and Note-Taking" (Virginia Yates) was written for college-bound high school students and college students who need to improve listening and note-taking skills, while the "Sack-Yourman Study Skills…

Introduces a simple student-centered activity that can effectively complement a traditional lecture by encouraging group discussion and reflection. Students orally review the lecture in groups and submit summaries to the lecturer that are ultimately compiled into a course review. Discusses the benefits of this practice and students' responses.…

Research with ESL students studying at North American universities has indicated that Chinese students have difficulties in understanding academic lectures, taking notes, writing assignments, and giving presentations although they have obtained high TOEFL scores. The study investigates their English academic listening challenges as reported by…

A practical reference guide for educators who teach large classes is presented, based on a workshop on improving teaching and learning in large classes. The workshop involved weekly meetings for a year at Colorado State University. The following problems of teaching and learning in large classes were identified: social and physical control, class…