Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| College Students | 3 |
| Lecture Method | 3 |
| Academic Achievement | 2 |
| Higher Education | 2 |
| Notetaking | 2 |
| Advance Organizers | 1 |
| Computer Uses in Education | 1 |
| Encoding (Psychology) | 1 |
| Handwriting | 1 |
| Learning | 1 |
| Learning Strategies | 1 |
| More ▼ | |
Author
| Kiewra, Kenneth A. | 3 |
| Dzhuraev, Dzhovid | 1 |
| Flanigan, Abraham E. | 1 |
| Lu, Junrong | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkFlanigan, Abraham E.; Kiewra, Kenneth A.; Lu, Junrong; Dzhuraev, Dzhovid – Instructional Science: An International Journal of the Learning Sciences, 2023
Many college students believe that typing lecture notes on computers produces better notes and higher achievement than handwritten lecture notes on paper. The few studies investigating computer versus longhand note taking yielded mixed note-taking and achievement findings. The present study investigated computer versus longhand note taking but…
Descriptors: Computer Uses in Education, Notetaking, Revision (Written Composition), College Students
Peer reviewedKiewra, Kenneth A.; And Others – Journal of Experimental Education, 1997
An experiment with 109 college students examined the effects of advance organizers and repeating a lecture on test performance. Advance organizers that integrated subtopic information (linear and matrix organizers) increased recall of subtopic information but more general organizers (conventional) aided overall recall, especially general topic…
Descriptors: Advance Organizers, College Students, Higher Education, Learning
Peer reviewedKiewra, Kenneth A. – Contemporary Educational Psychology, 1985
The effects of two learning techniques on immediate and delayed tests examining factual and high-order learning outcomes was examined using 23 college students. Results indicated that listening to a lecture and subsequently reviewing the instructor's notes leads to higher student achievement than taking and reviewing personal lecture notes.…
Descriptors: Academic Achievement, College Students, Encoding (Psychology), Higher Education
