The Effects of Guided Notes on Undergraduate Students' Recording of Lecture Content

Autor/inn/en	Austin, Jennifer L.; Lee, Melissa; Carr, Jeffrey P.
Titel	The Effects of Guided Notes on Undergraduate Students' Recording of Lecture Content
Quelle	In: Journal of Instructional Psychology, 31 (2004) 4, S.314-320 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Course Content; Undergraduate Study; Lecture Method; Notetaking; Undergraduate Students; Learning Strategies; Study Skills; Visual Aids; Writing Skills; Concept Mapping; Intermode Differences; Value Judgment + Suchen Sie Ihr Suchwort? Kursprogramm; Grundstudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Anschauungsmaterial; Writing skill; Schreibfertigkeit; Concept Map; Werturteil
Abstract	Notetaking is important for recording and remembering class content in most university courses. Despite the importance of this behavior, however, students are often poor notetakers. This study compared undergraduates' notes after traditional lecture, lecture with slides, and lecture with slides plus guided notes. Data on the percentages of critical points and examples, as well as number of extra points, which were recorded in student notes were collected for each set of student notes produced in each condition. Results indicated using slides with or without guided notes was superior to traditional lecture with regard to critical points and examples. However, improvements in note quality across all dependent measures were observed when guided notes were used. (Contains 1 figure.) (Author).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10