The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning

This experiment used 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. Results indicated that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and students take notes. Also, delayed retention is greater when students take notes and view lectures containing organizational cues and immediate behaviors.

[1]  William J. Seiler,et al.  Communication: Making Connections , 1998 .

[2]  Richard E. Mayer,et al.  The sequencing of instruction and the concept of assimilation-to-schema , 1977 .

[3]  M. A. Hughes,et al.  Defining the Cognitive Process of Listening: A Dream or Reality? , 1988 .

[4]  Nelson F. DuBois,et al.  Note-taking functions and techniques. , 1991 .

[5]  J. Gorham,et al.  Effects of immediacy on recall of information , 1988 .

[6]  Joan M. Fayer,et al.  Nonverbal immediacy and cognitive learning: A cross‐cultural investigation , 1996 .

[7]  N. Cowan.  Attention and Memory: An Integrated Framework , 1995 .

[8]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[9]  D. Schonwetter.  Attributes of Effective Lecturing in the College Classroom. , 1993 .

[10]  Virginia P. Richmond,et al.  The Relationship Between Selected Immediacy Behaviors and Cognitive Learning , 1987 .

[11]  Jr. James M. Kallison.  Effects of Lesson Organization on Achievement , 1986 .

[12]  L. R. Smith.  Teacher Clarifying Behaviors: Effects on Student Achievement and Perceptions. , 1985 .

[13]  Diane M. Christophel,et al.  The Relationship of Teachers' Use of Humor in the Classroom to Immediacy and Student Learning. , 1990 .

[14]  M. Land.  Combined Effect of Two Teacher Clarity Variables on Student Achievement. , 1981 .

[15]  Kenneth A. Kiewra.  Acquiring Effective Notetaking Skills: An Alternative to Professional Notetaking. , 1984 .

[16]  Diane M. Christophel.  The relationships among teacher immediacy behaviors, student motivation, and learning , 1990 .

[17]  Richard E. Mayer,et al.  Learners as information processors: Legacies and limitations of educational psychology's second.. , 1996 .

[18]  M. Harris,et al.  Effect of Note Taking and Review on Recall. , 1973 .

[19]  Edwin A. Locke,et al.  An Empirical Study of Lecture Note Taking among College Students , 1977 .

[20]  J. Comstock,et al.  Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity , 1995 .

[21]  Ann Bainbridge Frymier.  A model of immediacy in the classroom , 1994 .

[22]  Joseph L. Chesebro,et al.  The relationship between students' reports of learning and their actual recall of lecture material: A validity test , 2000 .

[23]  W. N. Dember,et al.  The role of time and cuing in a college lecture , 1992 .

[24]  Raymond W. Kulhavy,et al.  Notetaking and depth of processing , 1979 .

[25]  D. Cruickshank.  Applying Research on Teacher Clarity , 1985 .

[26]  Norman A. Stahl.  Enhancing Students' Notetaking through Training and Evaluation , 1991 .

[27]  J. F. Andersen.  Teacher Immediacy as a Predictor of Teaching Effectiveness , 1979 .

[28]  Patricia Kearney,et al.  Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator , 1996 .

[29]  David Nicol,et al.  Teaching Tips: Strategies, Research, and Theory for College and University Teachers , 1994 .

[30]  Philip C. Abrami,et al.  Educational Seduction , 1982 .

[31]  Michael B. Gilbert.  Listening in School: I Know You Can Hear Me—But are You Listening? , 1988 .

[32]  Michael Z. Hackman,et al.  The Effects of an Instructor's Use of Hesitation Forms on Student Ratings of Quality, Recommendations to Hire, and Lecture Listening , 1989 .

[33]  R G Williams,et al.  The Dr. Fox effect: a study of lecturer effectiveness and ratings of instruction. , 1975, Journal of medical education.

[34]  L. Cronbach.  Coefficient alpha and the internal structure of tests , 1951 .

[35]  J. F. Andersen,et al.  Instructor nonverbal communication: Listening to our silent messages , 1986 .

[36]  The Relationship Between the Use of Hesitations and/or Hedges and Lecture Listening: The Role of Perceived Importance as a Mediating Variable , 1990 .

[37]  Robert G. Powell,et al.  The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment , 1990 .

[38]  Jon F. Nussbaum,et al.  Effective teacher behaviors , 1992 .

[39]  J. Gorham.  The relationship between verbal teacher immediacy behaviors and student learning , 1988 .

[40]  Michael D. Scott,et al.  Instructional Communication Theory and Research: An Overview , 1977 .