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ERIC Number: EJ812612
Record Type: Journal
Publication Date: 2008-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1387-1579
Note-Taking in the College Classroom as Evidence of Generative Learning
Stefanou, Candice; Hoffman, Lynn; Vielee, Nicolette
Learning Environments Research, v11 n1 p1-17 Jan 2008
College student notes were analysed with respect to the amount of words copied directly, omitted and added to the teacher's overheads or PowerPoint slides in order to understand the effect of teacher scaffolds on student generative learning during initial encoding. Scores on quizzes taken at the end of classes from which notes were collected were analysed with respect to the content of student notes and teacher scaffolds. Statistically significant results were found when comparing how much students copied, added and omitted, whether teachers used PowerPoint presentations or overheads, and with respect to the amount of information teachers presented visually. Significant effects also were found on performance quiz items with respect to the amount of information that teachers provided.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A