NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ634586
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0363-4523
The Effects of Teacher Immediacy, Use of Organizational Lecture Cues, and Students' Notetaking on Cognitive Learning.
Titsworth, B. Scott
Communication Education, v50 n4 p283-97 Oct 2001
Uses scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Indicates that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and students take notes. (SG)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A