The study of student notetaking behaviors has produced useful insights into how students learn from lectures. This article presents five preliminary conclusions about notetaking practices based on findings from the notetaking literature. Each conclusion is followed by a discussion of the implications for classroom instruction. Finally, the author proposes links between various lecturer and student behaviors and the external events of instruction described by Gagne and Briggs (1979).
|Original language||English (US)|
|Number of pages||8|
|Journal||Journal of Instructional Development|
|State||Published - Mar 1983|