ERIC Number: ED120684
Record Type: Non-Journal
Publication Date: 1975-Sep
Reference Count: N/A
Learning from Lecture: Investigations of Study Strategies Involving Note Taking.
Van Matre, Nicholas H.; And Others
Two experiments were conducted with college students as subjects in an effort to determine the note taking strategy most effective for learning from lecture. In one experiment students listened to a lecture while engaging in either parallel or distributed note taking. The information density of the lecture and the lecture presentation speed were also varied. In a second experiment, the students engaged in one of four learning strategies involving combinations of note taking and review procedures, with either immediate or delayed review and testing. Results indicated that note taking, by itself, interferes with learning, but when performed in conjunction with a notes review, constitutes the optimal study strategy. Analysis of the notes in connection with recall tests showed that the notes provide a critical control of what was learned. Suggested instructional guidelines are as follows: lectures should be broken into segments of approximately ten to fifteen minutes and interspersed with either note taking or notes review to optimize classroom learning; instructors should provide an opportunity for students to review their notes; frequent quizzes should be administered to facilitate retention of the material; and repeated presentations of speeded material holds instructional promise. (MKM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Navy Personnel Research and Development Center, San Diego, CA.