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Communication Education Volume 53, 2004 - Issue 4
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Original Articles

Students' notetaking: the effects of teacher immediacy and clarity

B. Scott Titsworth View further author information
Pages 305-320 | Received 20 Apr 2003, Accepted 20 Aug 2003, Published online: 03 Feb 2007

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Nick Serki & San Bolkan. (2024) The effect of clarity on learning: impacting motivation through cognitive load. Communication Education 73:1, pages 29-45.
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Dharmananda Jairam. (2020) First-year seminar focused on study skills: an ill-suited attempt to improve student retention. Journal of Further and Higher Education 44:4, pages 513-527.
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Lydia Reinig & Leah Sprain. (2019) Note-taking as communication design: promoting democratic processes. Journal of Applied Communication Research 47:6, pages 648-666.
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Emily O. Gravett. (2018) Note-taking During Discussion: Using a Weekly Reflection Assignment to Motivate Students to Learn from Their Peers. College Teaching 66:2, pages 75-83.
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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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San Bolkan, Alan K. Goodboy & Scott A. Myers. (2017) Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education 66:2, pages 129-147.
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San Bolkan. (2017) Development and validation of the clarity indicators scale. Communication Education 66:1, pages 19-36.
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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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San Bolkan. (2016) The Importance of Instructor Clarity and Its Effect on Student Learning: Facilitating Elaboration by Reducing Cognitive Load. Communication Reports 29:3, pages 152-162.
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San Bolkan, Alan K. Goodboy & Dawn M. Kelsey. (2016) Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material. Communication Education 65:2, pages 129-148.
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Joseph R. Boyle, Sonia M. Rosen & Gina Forchelli. (2016) Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13 44:2, pages 161-180.
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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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Robert J. Sidelinger & Derek M. Bolen. (2015) Compulsive Communication in the Classroom: Is the Talkaholic Teacher a Misbehaving Instructor?. Western Journal of Communication 79:2, pages 174-196.
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RobertJ. Sidelinger, DerekM. Bolen, AudraL. McMullen & MeghanC. Nyeste. (2015) Academic and Social Integration in the Basic Communication Course: Predictors of Students' Out-of-Class Communication and Academic Learning. Communication Studies 66:1, pages 63-84.
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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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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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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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RobertJ. Sidelinger. (2010) College Student Involvement: An Examination of Student Characteristics and Perceived Instructor Communication Behaviors in the Classroom. Communication Studies 61:1, pages 87-103.
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Tan Bee Tin. (2009) Features of the most interesting and the least interesting postgraduate second language acquisition lectures offered by three lecturers. Language and Education 23:2, pages 117-135.
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LisaA. Burke & Ruth Ray. (2008) Re-setting the concentration levels of students in higher education: an exploratory study. Teaching in Higher Education 13:5, pages 571-582.
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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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AlanK. Goodboy & ScottA. Myers. (2008) The Effect of Teacher Confirmation on Student Communication and Learning Outcomes. Communication Education 57:2, pages 153-179.
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JamesC. McCroskey, VirginiaP. Richmond & VickiE. Bennett. (2006) The Relationships of Student End-of-Class Motivation with Teacher Communication Behaviors and Instructional Outcomes. Communication Education 55:4, pages 403-414.
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Articles from other publishers (31)

Abraham E. Flanigan, Kenneth A. Kiewra, Junrong Lu & Dzhovid Dzhuraev. (2022) Computer versus longhand note taking: Influence of revision. Instructional Science 51:2, pages 251-284.
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Natalia E. Riapina, Tatyana M. Permyakova & Ekaterina A. Balezina. (2023) Teacher's Communicative Behaviors in Relation to Organizational and Technical Factors in Online University Education. RUDN Journal of Psychology and Pedagogics 20:1, pages 163-182.
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Aslı SAYGI. (2022) Native Language Using Patterns in Second Language Learners' Lecture Notes: A Case Studyİkinci Dil Öğrenicilerinin Ders Notlarında Ana Dillerini Kullanma Kalıpları: Bir Vaka Çalışması. Osmaniye Korkut Ata Üniversitesi Fen Edebiyat Fakültesi Dergisi 4:1, pages 1-14.
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Mengsi Liu & Yuri Uesaka. (2022) Identification of Cognitive Activities That Underlie Variations in Lecture Note-Taking: An Exploration of Japanese and Chinese High School Students’ Strategies in Mathematics Class. Frontiers in Education 7.
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Tiphaine Colliot, Kenneth A. Kiewra, Linlin Luo, Abraham E. Flanigan, Junrong Lu, Carrie Kennedy & Sheldon Black. (2021) The effects of graphic organizer completeness and note-taking medium on computer-based learning. Education and Information Technologies 27:2, pages 2435-2456.
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Linlin Luo & Kenneth A. Kiewra. 2022. Digital Distractions in the College Classroom. Digital Distractions in the College Classroom 161 188 .
Hui-Ching Kayla Hsu. (2020) Developing Online Engineering Courses: A Resource Kit for Collaboration Between Faculty and Instructional Designers. Journal of Educational Technology Systems 49:1, pages 49-58.
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Jazlin Ebenezer, Osman Nafiz Kaya & Dima Kassab. (2018) High School Students’ Reasons for Their Science Dispositions: Community-Based Innovative Technology-Embedded Environmental Research Projects. Research in Science Education 50:4, pages 1341-1365.
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Laura Jacobi & Kristen Cvancara. (2019) Cognitive Learning in Large Lectures of the Basic Communication Course: Does Delivery Format Matter?. The Journal of General Education 68:3-4, pages 216-240.
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Stephen T. Peverly & Amie D. Wolf. 2019. The Cambridge Handbook of Cognition and Education. The Cambridge Handbook of Cognition and Education 320 355 .
Tareq A. Daher & Kenneth A. Kiewra. (2016) An investigation of SOAR study strategies for learning from multiple online resources. Contemporary Educational Psychology 46, pages 10-21.
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Linlin Luo, Kenneth A. Kiewra & Lydia Samuelson. (2016) Revising lecture notes: how revision, pauses, and partners affect note taking and achievement. Instructional Science 44:1, pages 45-67.
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Jameson Mbale & Manish Wadhwa. 2016. Creating Teacher Immediacy in Online Learning Environments. Creating Teacher Immediacy in Online Learning Environments 252 272 .
Joseph P. Mazer. 2015. The International Encyclopedia of Interpersonal Communication. The International Encyclopedia of Interpersonal Communication 1 5 .
María A. Pérez Alonso. (2015) Metacognition and Sensorimotor Components Underlying the Process of Handwriting and Keyboarding and Their Impact on Learning. An Analysis from the Perspective of Embodied Psychology. Procedia - Social and Behavioral Sciences 176, pages 263-269.
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Joseph R. Boyle & Gina A. Forchelli. (2014) Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities. Learning and Individual Differences 35, pages 9-14.
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Dharma Jairam, Kenneth A. Kiewra, Sarah Rogers-Kasson, Melissa Patterson-Hazley & Kim Marxhausen. (2013) SOAR versus SQ3R: a test of two study systems. Instructional Science 42:3, pages 409-420.
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Joan E. Aitken, Andrew D. Wolvin & Roy M. Berko. 2014. Cases on Communication Technology for Second Language Acquisition and Cultural Learning. Cases on Communication Technology for Second Language Acquisition and Cultural Learning 295 321 .
Chiung-Hui Chiu, Chiu-Yi Wu & Hsiao-Wei Cheng. (2013) Integrating reviewing strategies into shared electronic note-taking: Questioning, summarizing and note reading. Computers & Education 67, pages 229-238.
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Itiel E. Dror, Tamas Makany & Jonathan Kemp. (2011) Overcoming learning barriers through knowledge management. Dyslexia 17:1, pages 38-47.
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Peter Andersen & Janis Andersen. 2008. The International Encyclopedia of Communication. The International Encyclopedia of Communication.
Joseph R. Boyle. (2010) Note-Taking Skills of Middle School Students With and Without Learning Disabilities. Journal of Learning Disabilities 43:6, pages 530-540.
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Joseph R. Boyle. (2010) Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes. Learning Disability Quarterly 33:2, pages 93-109.
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Ronald B. Larson. (2009) Enhancing the recall of presented material. Computers & Education 53:4, pages 1278-1284.
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Tamas Makany, Jonathan Kemp & Itiel E. Dror. (2009) Optimising the use of note‐taking as an external cognitive aid for increasing learning. British Journal of Educational Technology 40:4, pages 619-635.
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Janis Andersen & Peter Andersen. 2008. The International Encyclopedia of Communication. The International Encyclopedia of Communication.
Melissa A. Broeckelman-Post. (2008) Faculty and Student Classroom Influences on Academic Dishonesty. IEEE Transactions on Education 51:2, pages 206-211.
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Joyce Maring, Ellen Costello & Margaret M Plack. (2008) Student Outcomes in a Pathophysiology Course Based on Mode of Delivery: Distance Versus Traditional Classroom Learning. Journal of Physical Therapy Education 22:1, pages 24-32.
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Lisa A. Burke. (2016) Lessons Learned From Instructional Design Theory: an Application in Management Education. Business Communication Quarterly 70:4, pages 414-430.
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Bette Case Di Leonardi. (2007) Tips for Facilitating Learning: The Lecture Deserves Some Respect. The Journal of Continuing Education in Nursing 38:4, pages 154-161.
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Gayle A. Brazeau. (2006) Handouts in the Classroom: Is Note Taking a Lost Skill?. American Journal of Pharmaceutical Education 70:2, pages 38.
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