Effects of Personal Lecture Notes and Teacher‐notes on Recall of University Students

Maqsud, Muhammad

doi:10.1111/j.2044-8279.1980.tb00812.x

Cited by 30 publications

(18 citation statements)

References 4 publications

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“…Reviewing provided notes did produce higher achievement than reviewing personal notes when the review period lasted for 30 minutes and when the provided notes were of sufficient detail (Maqsud, 1980). Maqsud emphasized the importance of detailed notes, speculating that such notes are best for reviewing knowledge acquired during the lecture and for additionally supplying "new" lecture information originally overlooked or misunderstood.…”

Section: Providing Notes For Reviewmentioning

confidence: 98%

A review of note-taking: The encoding-storage paradigm and beyond

1989

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Section: Providing Notes For Reviewmentioning

confidence: 98%

A review of note-taking: The encoding-storage paradigm and beyond

1989

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“…While this area awaits investigation, related research has been conducted on the efficacy of providing students with lecture notes prepared by the instructor (see Kiewra, 1984cKiewra, , 1985d. Findings indicate that students who listen to a lecture and review the instructor's notes generally achieve more than do students who take and review their own notes (e.g., Fisher and Harris, 1973;Kiewra, , 1985bKiewra and Benton, 1985a;K.iewra and Frank, in press;Maqsud, 1980) and that notetakers who review both sets of notes generally achieve most of all (Annis and Davis, 1975;Maqsud, 1980;Thomas, 1978). Kiewra (1985d) speculates that the inslructor's notes produce relatively higher achievement because they are often more complete than students' personal transcriptions and therefore provide a better means of external storage.…”

Section: Absenteeismmentioning

confidence: 99%

Notetaking and review: The research and its implications

Kiewra

1987

Instr Sci

120

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Notetaking and review are positively related to academic achievement, but many students record too few notes to benefit funy from these activities. This paper presents ten factors that may constrain notetaking and review, and provides corresponding implications for improving these study behaviors and for conducting further research. Some instructional implications are that students should record more extensive and conceptual notes and that instructors can help students by organizing their presentations, reducing lecture rate, pausing for notetaking, emphasizing key ideas and encouraging alternate frameworks for notetaking and review. Instructors can also facilitate learning by providing learners with notes for review and with knowledge about testing. In addition, instructors should consider the cognitive processing differences among students because certain learners am likely to fred notetaking dysfunctional relative to other means of acquisition. The implications for research focus on determining the optimal notetaking and review activities.

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“…The facility to review the material actually provided by the lecturer is important for some students; it has been found that students given handouts scored better on recall than those who only took their own notes (Maqsud, 1980). It has also been shown that students make errors when copying from overheads during lectures (Mahalski, 1995), so the availability on the computer of all the overheads used by the lecturer is also important.…”

Section: Revisionmentioning

confidence: 99%

Information technology in nutrition and dietetic education

Wise

1998

Br J Nutr

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The increase in pressures of teaching in tertiary education has led to a need to consider new methods to support the learning experience for students; for example, in a single faculty of a university, a survey has shown that there were 173 different innovations in teaching methods that were being tried and 14% of these involved information technology (Ellington & McIntosh, 1995). Since the development of the computer, it has become a growing influence on the workplace for nutritionists and dietitians, so clearly information technology has been incorporated into the teaching programme as a subject. In addition to these more obvious uses of computers by professionals, computers can also be used to help in the teaching of non-computingrelated subjects. While teachers of nutrition may be pleased to allow computing staff to develop separate units for information technology, few may themselves consider the application of information technology in the support of their own teaching. I have developed several different approaches that illustrate the range of possible uses of computers as aids to teaching; I incorporated all of them into the teaching of second year Nutrition and Dietetics students.A search of the education literature from 1976 to 1997 failed to find any study in which a wide range of information technology was employed at the same time in the support of teaching; there are, however, many reports of individual programs and their evaluation in a wide range of subjects, including nutrition (Kolasa & Miller, 1996). Thus, at the end of the year, before examinations, students were asked to complete a questionnaire about information technology; each question was made in the form of a statement with potential scores 1-7 from one extreme idea to the opposite, for example disagreement to agreement (this type of evaluation is known as the illuminative model; see Knussen et al. 1991). Each program was evaluated by students in terms of simplicity of use and the extent to which it helped them. Other questions were asked about whether timetabled hours should increase and about use of the programs outside classes. There were also general questions relating to the use of information technology and the students' attitudes to computers. The scores for all the questions regarding the simplicity of use were summated, as were those asking about how helpful the programs had been. These data were used in Spearman's correlation analysis of the results. There was a high response rate from students (thirty-one completed from thirty-two students). The questions asked and the results obtained are shown in Table 1, and discussed in relation to each program, and then as general conclusions. Dietary program'Diet5 for Windows'

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Effects of Personal Lecture Notes and Teacher‐notes on Recall of University Students

Cited by 30 publications

References 4 publications

A review of note-taking: The encoding-storage paradigm and beyond

A review of note-taking: The encoding-storage paradigm and beyond

Notetaking and review: The research and its implications

Information technology in nutrition and dietetic education

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