Revising Lecture Notes: The Effects of Pauses and Partners on Note Taking and Achievement

• In Event: Poster Session 7
  In Poster Session: Self-Regulated Learning, Motivation, and Metacognition

Abstract

This study investigated the benefits of revising lecture notes and addressed two questions: First, is revision more effective than non-revision? Second, what manner of revision is best? To answer these questions, college students recorded lecture notes while listening to a lecture that contained pauses interspersed throughout or one equally timed interval at the end. During pauses, participants either revised notes alone or with a partner. There was also a no-revision control group. Results confirmed three effects: (a) Revision effect—revisers recorded more notes and achieved more than non-revisers; (b) Pause effect—pause groups recorded more notes and achieved more than no-pause group; and (c) Partner effect—those working with partners recorded more notes. Implications for instructors are discussed.

Authors

• Linlin Luo, University of Nebraska - Lincoln

• Lydia Samuelson, University of Nebraska

• Kenneth A. Kiewra, University of Nebraska