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ERIC Number: ED316572
Record Type: Non-Journal
Publication Date: 1989
Pages: 10
Abstractor: N/A
Reference Count: N/A
Instructor-Supplied Notes and Higher-Order Thinking.
Hohn, Robert L.; And Others
The comparative effectiveness of different types of instructors' notes provided during lectures of varying complexity was examined. Ninety-four undergraduates (sophomores and juniors) at a large Midwestern university were presented with 2 taped lectures, each about 60 minutes long. The first lecture was a fact-based description of instructional formats, and the second lecture discussed theories of motivation. Before each lecture, the subjects received either complete or skeletal notes concerning the lecture. After each lecture, students reviewed their notes and then completed a 10-point examination, which assessed application, analysis, and knowledge of instruction objectives. Subjects also completed a brief rating scale assessing the usefulness of the notes provided to them. The best performance on the posttest occurred after the more information-based lecture, with performance on the knowledge portion of the posttest also significantly better. The type of notes appeared to have little effect. No long-term recall was measured. Lecture complexity appeared to be a variable that might be more carefully considered in future research on instructor-provided notes. One table summarizes posttest results. (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A