An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

A review of research on student note taking shows no evidence that note taking activities have positive effects on learning. Recent findings are presented which bring previous negative conclusions into question. Suggestions of further research needs emphasize types of note taking strategies and the use students make of notes. (JT)

How one professor successfully handled a class of 100 students at Arizona State University is described. The large lecture group was broken down into random groups of eight or ten students who kept the instructor informed of their learning progress by submitting reports in the form of reading reports, diaries, observations, behavior experiments,…