Learning from lectures: The effect of varying the detail in lecture handouts on note-taking and recall

Autor:	N. C. Boreham, J. D. Lilley, C. H. Morgan
Rok vydání:	1988
Předmět:	Arts and Humanities (miscellaneous) Recall Developmental and Educational Psychology Mathematics education Experimental and Cognitive Psychology Context (language use) Student learning Psychology Note-taking Test (assessment)
Zdroj:	Applied Cognitive Psychology. 2:115-122
ISSN:	1099-0720 0888-4080
DOI:	10.1002/acp.2350020203
Popis:	Previous research on the effect of lecture handouts on student learning indicates that students who are given skeletal handouts usually perform better in course examinations than students who take all their own notes. The present study investigates whether the amount of detail in the handout is a critical factor in this. A randomized groups experiment was conducted in the context of a course on dental surgery. Four lecture handout conditions (headings and full text; headings and key points; headings only; no supplementary materials) were compared on tests 2 days and 2 weeks after the lecture. The significant differences between conditions were: ‘headings only’ better than ‘headings and key points’ on the first test; ‘headings only’ better than ‘no supplementary materials’ on the second test; and ‘headings and full text’ better than ‘no supplementary materials’ on the second test. These results indicate that the amount of detail is a critical factor in handout effectiveness.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b42cbb1bf1e2f671febcae4ad79a4fa5 https://doi.org/10.1002/acp.2350020203 Zobrazit plný text záznamu Plný text ve formátu PDF