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ERIC Number: EJ1090403
Record Type: Journal
Publication Date: 2016-Feb
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0020-4277
Revising Lecture Notes: How Revision, Pauses, and Partners Affect Note Taking and Achievement
Luo, Linlin; Kiewra, Kenneth A.; Samuelson, Lydia
Instructional Science: An International Journal of the Learning Sciences, v44 n1 p45-67 Feb 2016
Note taking has been categorized as a two-stage process: the recording of notes and the review of notes. We contend that note taking might best involve a three-stage process where the missing stage is revision. This study investigated the benefits of revising lecture notes and addressed two questions: First, is revision more effective than non-revision? Second, what revision method is best? Experiment 1 addressed the first question by comparing the performance of participants who revise or recopy lecture notes. Experiment 2 addressed the second question by investigating whether revision was best done (a) during pauses throughout the lecture or one equally-timed pause after the lecture, and (b) with a partner or alone. Dependent measures were original and additional notes and fact and relationship test scores. Results upheld three effects: (a) a modest revision effect--revisers recorded more additional notes and achieved somewhat higher scores on relationship items than re-copiers, (b) a pause effect--those revising during pauses outperformed those revising after the lecture on the notes and achievement measures, and (c) a modest partner effect--those revising with partners recorded more original notes than those revising alone. Furthermore, the combination of pauses and partners has merit and holds promise as a means for revision. Overall, findings suggested that revision is a new student-centered means to boost lecture note taking and achievement.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A