Differential Effects of Full and Partial Notes on Learning Outcomes and Attendance

Although college instructors are increasingly providing students with online notes, research is equivocal on how such notes affect student outcomes. This study examined partial versus full notes in introductory psychology classes while controlling for initial levels of student knowledge and academic...

Full description

Saved in:
Bibliographic Details
Published in:Teaching of psychology 2008-01, Vol.35 (1), p.6-12
Main Authors: Cornelius, Tara L., Owen-DeSchryver, Jamie
Format: Article
Language:English
Subjects:
Academic Ability
Instructional Effectiveness
Intermode Differences
Notetaking
Psychology
Self Disclosure (Individuals)
Students
Teacher Developed Materials
Teaching Methods
Undergraduate Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Although college instructors are increasingly providing students with online notes, research is equivocal on how such notes affect student outcomes. This study examined partial versus full notes in introductory psychology classes while controlling for initial levels of student knowledge and academic ability. Results suggested that students receiving partial notes performed better on examinations later in the semester and on conceptual questions during the cumulative final examination than students receiving full notes. Students receiving full notes also self-reported more negative effects on attendance. We provide possible interpretations of these data and suggest areas for further investigation.
ISSN:0098-6283
1532-8023
DOI:10.1080/00986280701818466