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| Autor/in | Long, Gerald M. |
|---|---|
| Titel | Positive Effects of Restricting Student Note-Taking in a Capstone Psychology Course: Reducing the Demands of Divided Attention in the Classroom |
| Quelle | In: Teaching of Psychology, 41 (2014) 4, S.340-344 (5 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| DOI | 10.1177/0098628314549707 |
| Schlagwörter | Psychology; Grades (Scholastic); Attention Control; Classroom Techniques; Notetaking; Student Attitudes; Instructional Effectiveness; Student Participation; Undergraduate Students; Pennsylvania |
| Abstract | Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions of the course itself and the new no-notes format were assessed. The nature of students' in-class participation increased significantly with the no-note-taking format, and final grades exhibited a modest improvement as well. Students were overwhelmingly positive in their reactions to the approach. Recommendations regarding the potential benefits of reducing the divided attention demands of note-taking in the classroom are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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