The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning
- 1 October 2001
- journal article
- research article
- Published by Taylor & Francis in Communication Education
- Vol. 50 (4) , 283-297
- https://doi.org/10.1080/03634520109379256
Abstract
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.Keywords
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