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Direct linkLong, Gerald M. – Teaching of Psychology, 2014
Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions…
Descriptors: Psychology, Grades (Scholastic), Attention Control, Classroom Techniques
