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Communication Education Volume 50, 2001 - Issue 4
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Original Articles

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

B. Scott Titsworth Assistant Professor in the Department of Speech Communication and Theatre Arts, Minnesota State University, Moorhead
Pages 283-297 | Received 19 Jul 2000, Accepted 20 Feb 2001, Published online: 18 May 2009

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Emmi Bravo Palacios & Maarten Simons. (2021) Can I take a look at your notes?: A phenomenological exploration of how university students experience note-taking using paper-based and paperless resources. Educational Philosophy and Theory 53:13, pages 1334-1349.
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Stephen M. Kromka & Alan K. Goodboy. (2019) Classroom storytelling: using instructor narratives to increase student recall, affect, and attention. Communication Education 68:1, pages 20-43.
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Kevin A. Wombacher, Christina J Harris, Marjorie M Buckner, Brandi Frisby & Anthony M. Limperos. (2017) The effects of computer-mediated communication anxiety on student perceptions of instructor behaviors, perceived learning, and quiz performance. Communication Education 66:3, pages 299-312.
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Ann Darling. (2017) The lecture and the learning paradigm. Communication Education 66:2, pages 253-255.
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Jennifer H. Waldeck & Maryellen Weimer. (2017) Sound decision making about the lecture’s role in the college classroom. Communication Education 66:2, pages 247-250.
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Rebecca J Bartlett Ellis, Anna F Carmon & Caitlin Pike. (2016) A review of immediacy and implications for provider–patient relationships to support medication management. Patient Preference and Adherence 10, pages 9-18.
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Dana Borzea & Alan K. Goodboy. (2016) When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest. Communication Studies 67:5, pages 548-566.
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Scott Titsworth, Joseph P. Mazer, Alan K. Goodboy, San Bolkan & Scott A. Myers. (2015) Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning. Communication Education 64:4, pages 385-418.
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Joseph R. Boyle, Gina A. Forchelli & Kaitlyn Cariss. (2015) Note-Taking Interventions to Assist Students With Disabilities in Content Area Classes. Preventing School Failure: Alternative Education for Children and Youth 59:3, pages 186-195.
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Jeffrey H. Kuznekoff, Stevie Munz & Scott Titsworth. (2015) Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning. Communication Education 64:3, pages 344-365.
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Joseph P. Mazer & Elizabeth E. Graham. (2015) Measurement in Instructional Communication Research: A Decade in Review. Communication Education 64:2, pages 208-240.
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Katherine Grace Hendrix & Cicely Wilson. (2014) Virtual Invisibility: Race and Communication Education. Communication Education 63:4, pages 405-428.
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Hannah Ball & Alan K. Goodboy. (2014) An Experimental Investigation of the Antecedents and Consequences of Psychological Reactance in the College Classroom. Communication Education 63:3, pages 192-209.
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JosephP. Mazer. (2013) Student Emotional and Cognitive Interest as Mediators of Teacher Communication Behaviors and Student Engagement: An Examination of Direct and Interaction Effects. Communication Education 62:3, pages 253-277.
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JeffreyH. Kuznekoff & Scott Titsworth. (2013) The Impact of Mobile Phone Usage on Student Learning. Communication Education 62:3, pages 233-252.
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JosephP. Mazer. (2013) Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes. Communication Studies 64:2, pages 125-140.
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JosephP. Mazer. (2013) Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test. Communication Education 62:1, pages 86-96.
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Joseph P. Mazer. (2012) Development and Validation of the Student Interest and Engagement Scales. Communication Methods and Measures 6:2, pages 99-125.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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Li Li, JosephP. Mazer & Ran Ju. (2011) Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility. Communication Education 60:4, pages 461-478.
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Charles Crook & Robert Cluley. (2009) The teaching voice on the learning platform: seeking classroom climates within a virtual learning environment. Learning, Media and Technology 34:3, pages 199-213.
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MarianL. Houser & Ann Bainbridge Frymier. (2009) The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment. Communication Education 58:1, pages 35-53.
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TimothyP. Mottet, Rubén Garza, StevenA. Beebe, MarianL. Houser, Summer Jurrells & Lisa Furler. (2008) Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science. Communication Education 57:3, pages 333-355.
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Paul D. Turman. (2008) Coaches' Immediacy Behaviors as Predictors of Athletes' Perceptions of Satisfaction and Team Cohesion. Western Journal of Communication 72:2, pages 162-179.
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Keiichi Kobayashi. (2006) Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review. Educational Psychology 26:3, pages 459-477.
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Trisha A. Benson, Andrew L. Cohen, William Buskist, Regan A. R. Gurung, Arnie Cann, Pam Marek, Pam Marek, Andrew N. Christopher, Cynthia S. Koenig, David F. Reinhart, Frank M. LoSchiavo, Mark A. Shatz, R. Eric Landrum, Katarina Guttmannova, Alan L. Shields, John C. Caruso, Jeffrey S. Nevid, Nicholas Forlenza, Thomas M. Brinthaupt, John T. Pennington, Theresa L. White, Brenda J. Kirby, Kristi S. Multhaup, Kristine Anthis, John Clifton, William Buskist, Stephen Ray Flora & Holly Elizabeth Long. (2005) Faculty Forum. Teaching of Psychology 32:4, pages 237-270.
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Marian L. Houser. (2005) Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students. Communication Quarterly 53:2, pages 213-228.
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K. David Roach, Myrna M. Cornett-Devito & Raffaele Devito. (2005) A cross-cultural comparison of instructor communication in American and French classrooms. Communication Quarterly 53:1, pages 87-107.
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B. Scott Titsworth . (2004) Students' notetaking: the effects of teacher immediacy and clarity. Communication Education 53:4, pages 305-320.
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David G. Levasseur , Kevin W. Dean & Julie Pfaff. (2004) Speech pedagogy beyond the basics: a study of instructional methods in the advanced public speaking course. Communication Education 53:3, pages 234-252.
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Paul L. Witt , Lawrence R. Wheeless & Mike Allen. (2004) A meta‐analytical review of the relationship between teacher immediacy and student learning. Communication Monographs 71:2, pages 184-207.
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Kelly A. Rocca . (2004) College student attendance: impact of instructor immediacy and verbal aggression. Communication Education 53:2, pages 185-195.
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MarianL. Houser. (2004) We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students. The Journal of Continuing Higher Education 52:1, pages 11-24.
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JasonJ. Teven & TrudyL. Hanson. (2004) The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly 52:1, pages 39-53.
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Keith Weber, Michael Corrigan, Bennie Fornash & NicholasC. Neupauer. (2003) The effect of interest on recall: An experiment. Communication Research Reports 20:2, pages 116-123.
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Joseph L. Chesebro. (2003) Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect. Communication Education 52:2, pages 135-147.
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LauraA. Janusik. (2002) Teaching Listening: What Do We Do? What Should We Do?. International Journal of Listening 16:1, pages 5-39.
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Frank Feudel & Anja Panse. Facilitating note-taking with guided notes – students’ preferences regarding positions for blanks and preprinted parts. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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