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)

A systematic approach to preparation of successful college lectures is outlined, including four stages: anticipation (of content and expectations); preparation (selection, acquisition, design, and construction); execution (attention to speech habits, demeanor, and body language); and support (evaluation, maintenance, and enhancement). (MSE)

Students often complain that lectures requiring simultaneous writing and listening is a difficult task. An alternative method is provided to teachers to facilitate note taking by students. (ZWH)

A multiphasic plan to improve lecture effectiveness which centers on teaching behaviors that can facilitate the learning process is described. Lectures were evaluated based on the inclusion of behaviors such as objectives, advance organizers, questioning, wait-time, and use of teaching aids. Included are the results and a discussion. (KR)

Discusses using lectures with follow-up case studies, journal article reviews, interviews and group projects in secondary introductory business courses. (SR)

A study investigated five university teachers' conceptualizations of actual and desired lecturing behavior and teaching situation and had teachers and students rate the semester's lecturing behavior. Results indicate the lecturer's interpretation of student ratings and ideas about lecturing are crucial to effective use of student ratings for…

Research indicates that students with learning disabilities may experience significant difficulty with taking notes during teacher lectures. Approaches for helping students include task accommodations (such as taping the lectures or purchasing notes) and notetaking skill/strategy instruction (such as paraphrasing, outlining, using abbreviations,…

Discusses the benefits of lecturing, when done properly, in high schools. Describes the positive attributes of effective lecturers. Provides a human information-processing model applicable to the task of lecturing to students. (HB)

Educators are adopting learner-centered instruction in which students, facilitated by technology, collaborate with peers and engage in problem solving and inquiry. This article discusses ways to use technology in authentic learner inquiry as an information resource, content contextualizer, communication tool, construction kit, and…

Describes a project known as the interactive lecture notebook in which students purchase an ordered copy of class notes in order to encourage better notetaking, save time and effort in lecture presentations, and involve students more actively in notetaking. Contains 16 references. (DDR)

Three studies evaluated a method for developing prior-knowledge structures that prepares students to learn from a text or lecture. Findings indicate that there is a place for lectures and readings in the classroom if students have sufficiently differentiated domain knowledge to use the expository materials in a generative manner. (TJQ)

Describes the development of virtual lectures that were digitally recorded and discusses an analysis of their use by undergraduate students. Results of log-file analysis and pre-course and post-course questionnaires indicate that mode of delivery, student usage, and prior computer experience have no impact on overall exam performance. (Author/LRW)

Evaluates the implementation of a curriculum that married a lecture-based first year program with a problem-based curriculum in the second year. Demonstrates how this unusual curricular structure was successful in improving students' perceptions of and performance in basic sciences. (Author/CCM)

Classroom communication barriers were identified by 291 financial accounting and 372 managerial accounting students. Both groups thought the greatest problems in large group instruction were too much information given in lectures, large class size, and lack of interest in the subject matter. (SK)

Examines whether research into students' conceptualizations can contribute to an understanding of taking notes in lectures. Describes an illustrative investigation into student conceptualizations based on a series of structured interviews that examined how students think about the purposes of taking notes in lectures, the content of the notes,…