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van der Meer, Jacques – Teaching in Higher Education, 2012
Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…
Descriptors: Higher Education, Foreign Countries, Notetaking, Performance Factors

McDonald, R. J.; Taylor, E. G. – Journal of Veterinary Medical Education, 1980
A study was made of student note-taking during lectures, and especially the use of diagrams, and subsequent use of the notes for examinations. It was found that important information is often omitted from notes and some students do not make diagrams. Handouts did not improve test performance, although they helped in drawing diagrams. (MSE)
Descriptors: Diagrams, Higher Education, Instructional Materials, Lecture Method

Kelly, Brenda Wright; Holmes, Janis – Journal of Reading, 1979
Describes a note taking and teaching strategy designed to help students think during lectures and assimilate material in a synthesized form via small group and written recapitulation. (MKM)
Descriptors: Advance Organizers, Discussion Groups, Higher Education, Lecture Method

Kiewra, Kenneth A.; And Others – Contemporary Educational Psychology, 1995
Two experiments, involving 195 undergraduates, investigated how different note-taking formats influenced student note taking. Results reconfirmed that a flexible outline framework in which the order of subtopics corresponds to the order of lecture presentation produces more note taking than a collapsed matrix framework presenting fewer subtopics.…
Descriptors: Higher Education, Lecture Method, Matrices, Notetaking
Van Matre, Nicholas H.; Carter, John F. – 1975
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…
Descriptors: College Students, Educational Research, Higher Education, Lecture Method

Gibbs, Graham; And Others – Medical Teacher, 1987
Described are five techniques to improve student learning during lectures: (1) separating listening from recording and requiring note-taking to be undertaken from memory; (2) using active review during the lecture; (3) using structured discussion; (4) using instant questionnaires; and (5) having students summarize important things from the…
Descriptors: College Science, Higher Education, Learning Activities, Learning Strategies

Frank, Bernard M. – American Educational Research Journal, 1984
Fifty-two field-dependent and 52 field-independent female undergraduates were studied under four study technique conditions using a taped lecture. Analyses of test performance and notes taken by students revealed a significant interaction of cognitive style and study technique. Performance differences and relevance for future notetaking research…
Descriptors: Females, Field Dependence Independence, Higher Education, Learning Processes

Isaacs, Geoff – Medical Teacher, 1989
Literature on the efficiency of student note taking from lectures and the extent to which students learn as a direct or indirect result of taking notes is reviewed. Attention is also given to the relevance of research in this area to modern lecturing practice and to the problems of such research. (Author/MSE)
Descriptors: Academic Achievement, Educational Research, Higher Education, Instructional Effectiveness

Berman, M. – English Language Teaching Journal, 1979
Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)
Descriptors: English (Second Language), Higher Education, Language Instruction, Lecture Method

Kristine, Frank J. – Journal of Chemical Education, 1985
Recognizing that success in general chemistry is dependent on the development of disciplined study habits, the author motivates his students to develop these skills through prelecture assignments that introduce them to various studying strategies. The format and use of the prelecture assignments are described. (JN)
Descriptors: Chemistry, College Science, Higher Education, Lecture Method

King, Alison – American Educational Research Journal, 1992
Self-questioning, summarizing, and review of lecture notes were compared as strategies for learning from lectures for 56 underprepared college students. Subjects were randomly assigned to self-questioning (19 students), summarizing (19 students), and notetaking-review (18 students) conditions. Self-questioners performed better than summarizers and…
Descriptors: College Students, Comparative Analysis, Higher Education, Learning Strategies

Kiewra, Kenneth A.; And Others – Journal of Educational Psychology, 1991
Note-taking functions (encoding, encoding plus storage, and storage) and note-taking techniques (conventional, linear, and matrix) were studied for 96 college undergraduates. Results are explained in relation to repetition, generative processing, note completeness, and the potential of note-taking techniques to facilitate performance. (SLD)
Descriptors: Analysis of Variance, Encoding (Psychology), Higher Education, Lecture Method
McClain, Anita – 1986
Professors need to stimulate both sides of students' brain to allow for efficient increase of information absorption. As an alternative to linear outlines, mind maps can provide for more effective comprehension as related ideas are conceptualized from the center out to supporting details, as well as from top to bottom or left to right. The mind…
Descriptors: Advance Organizers, Brain Hemisphere Functions, Cognitive Mapping, Higher Education

Collingwood, Vaughan; Hughes, David C. – Journal of Educational Psychology, 1978
During a series of electronics lectures, college students used three kinds of notes: (1) duplicates of lecturer's notes; (2) headings, key points, diagram outlines, tables and references with spaces for additional information; and (3) students' own notes taken during lectures. Student preferences for type of notes, and achievement using the three…
Descriptors: Academic Achievement, Cognitive Processes, Foreign Countries, Higher Education

Kiewra, Kenneth A. – Instructional Science, 1987
Reviews the literature on student notetaking and review behaviors and the effects of these behaviors on academic achievement. Ten factors that may constrain notetaking and review are presented, and their implications for improving study skills and conducting further research are discussed. (Author/CLB)
Descriptors: Academic Achievement, Higher Education, Instructional Improvement, Lecture Method