Aim/Purpose: As online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. Background: Interactivity is perceived as increasing the attention span of…

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in…

Research indicates that student achievement improves when teachers provide opportunities for active engagement. Guided notes have been suggested as a way to increase active student responding during teacher-directed lectures. The purpose of this review was to summarize research on the effectiveness of guided notes. Specifically, we sought to…

Five experiments are described which examined the relationship between the design of lecture handouts and students' note taking practices. (JY)

The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer…

The purpose of this study was to determine the effects of note taking and review on retention of information presented by lecture. One hundred seventy-two undergraduates enrolled in an introductory psychology course served as subjects for the experiment. All subjects listened to a lecture while engaging in study strategies consisting of…

College students were randomly assigned to seven note-taking and review conditions in order to determine the relative importance of the functions of encoding and either an externally provided or a personally produced memory device. (Editor)

The results of the study seem to support a conclusion that teaching methods involving student/teacher interaction produces superior student achievement when compared with a pure lecture approach. (Author)

Compares PLATO and non-PLATO student performance in an introductory computer programing course at the University of Illinois. Results indicate that PLATO students would recommend PLATO to friends, that the drop rate was higher for PLATO students than for non-PLATO, but that performance was equal for both groups. (RAO)

THE RELATIONSHIPS AMONG RELEVANCY OF CONTENT, MODE OF PRESENTATION, AND LEARNING OUTCOMES AS MEASURED BY OBJECTIVE TESTS OF PSYCHOLOGICAL KNOWLEDGE IN AN INTRODUCTORY COURSE IN PSYCHOLOGY FOR TEACHERS WERE STUDIED. ALL STUDENTS ENROLLED IN A TWO-QUARTER COURSE WERE RANDOMLY DIVIDED INTO FIVE GROUPS AT THE BEGINNING OF THE FALL QUARTER OF 1963.…

A modified mastery learning method resulted in significantly higher achievement and improved attitudes of educational psychology students than either traditional lectures or a combined approach. (Editor/MM)

A study was conducted to determine whether significant learning of lecture content could occur during a single lecture, which included audiovisual aids and a question-answer session. Results of pre-tests and immediate post-tests showed over ninety percent mastery of the required content. (JT)

The research was designed to test the hypothesis that, in the teaching of family relationships to college students, the concept method (experimental) produces greater acquisition, transfer, and retention of knowledge than the expository method. (Author)

Found that (1) students exposed to any three of the instructional strategies (lecture, video role model, and lecture plus a role model) produced better summaries and took more notes than the control group; and (2) those exposed to the video role model asked the most questions. (PD)

Reports a study that investigated the interactions of selected learner aptitudes and two instructional treatments, the lecture method and a videotaped presentation. Learner aptitudes utilized in the study involved measures of seven cognitive factors, Scholastic Aptitude Test (SAT) scores, and the college grade point average (GPA). (Author)