Lecture Note-taking, Learning and Recall

Isaacs, Geoff

doi:10.3109/01421598909146416

Cited by 19 publications

(15 citation statements)

References 14 publications

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“…The students can observe how the lecturer, if he/she is a mature researcher, synthesises, analyses, and critiques other authors in developing a personal stance (Baldwin, 1993b;Isaacs, 1989). Biggs (2003, p. 101, emphasis in original) believes that…”

Section: The Role Of the Lecturermentioning

confidence: 97%

Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand

Lord

Robertson

2006

Accounting Education

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An extensive body of literature in higher education (for example, Marton and Saljo, 1984; Prosser and Trigwell, 1999) explores learning from the perspectives of students. Saljo (1979) formed the basis of Sharma's (1997) first study exploring accountancy students' conceptions of learning. Using an open-ended questionnaire administered to third-year management accounting students, this paper investigates accountancy students' conceptions of learning, and extends Sharma's (1997) study by examining the relationship between conceptions of and approaches to learning, and more specifically students' contextual experiences of learning in lectures and tutorials. Findings indicate that, while some students seek understanding as an outcome of their learning, the majority perceive learning quantitatively in terms of knowledge acquisition, reproduction and application. A new classification of the locus of responsibility for learning as perceived by students suggests that a more distributed concept of responsibility might result in enhanced learning outcomes.Learning conception, lectures, learning approach, deep/surface learning, responsibility, teaching method, role of lecturer,

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Section: The Role Of the Lecturermentioning

confidence: 97%

Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand

Lord

Robertson

2006

Accounting Education

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“…Research on lecture note-taking shows that students tend not to note down diagrams and other essentially graphic material presented to them (Isaacs 1989). It has been suggested that students do not use diagrams and illustrations because they believe that they can get all the information they need from what they read, and as a result they fail to take advantage of the simultaneously and logically organized presentation of information in diagrams (Winn 1987).…”

Section: Implications For Teachingmentioning

confidence: 99%

An evaluation of the use of continuous assessment in the teaching of physiology

Tan

1992

High Educ

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The level of understanding achieved by a class of 160 lst-year medical students was assessed from their answers to exam questions related to a series of physiology lectures in which students were taught for conceptual understanding. Questionnaire data showed that about 90% of the class perceived the subject matter to be relevant.Information collected by interview from a sample of 30 students indicated that frequent summative assessment exerted a profound negative influence over their learning. Students adopted a surface reproductive approach aimed at passing the exams rather than at understanding the subject matter. Lectures failed to affect the way that students represented, structured and selected their knowledge, which remained encapsulated in the textbook context and was non-functional.Assessments comprised a high proportion of multiple-choice questions and emphasized low-level skills resulting in the establishment of a 'hidden curriculum'. Furthermore, the curriculum failed to provide appropriate opportunities for students to consolidate and internalize information presented in lectures. The students had inadequate abstract reasoning and integration skills and so were unable to ignore the 'hidden curriculum'.In the absence of high-level conceptual development students cannot apply theory to practice. It is argued that the early introduction of clinical experiences (in year-2) cannot promote effective integration between theory and practice and the development of an holistic attitude and heuristic thinking, when students lack prerequisite basic reasoning skills and do not know how to learn meaningfully.

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“…It is expected to help students learn (Russell et al 1983;Isaacs 1989). Some teachers might wish to promote this skill by not giving handouts at all.…”

Section: Discussionmentioning

confidence: 99%