1,189
Views
11
CrossRef citations to date
0
Altmetric
Original Articles

Parallel note-taking: A strategy for effective use of Webnotes

Pages 38-55 | Published online: 08 Jul 2014

References

  • Annis, L. F. (1981). Effect of preference for assigned lecture notes on student achievement. Journal of Educational Research, 74(3), 179–182.
  • Armbruster, B. B. (2000). Taking notes from lectures. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 175–199). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Chrisman, N. R., & Harvey, F. J. (1998). Extending the classroom: Hypermedia-supported learning. Journal of Geography in Higher Education, 22(1), 11–19.
  • Holschuh, J. L. (1995, November). The effect of feedback on annotation quality and test performance. Paper presented at the annual meeting of the College Reading Association, Clearwater, FL.
  • Kiewra, K. A., Dubois, N. F., Christen, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240–245.
  • Kiewra, K. A., Dubois, N. F., Christensen, M., Kim, S. I., & Lindberg, N. (1989). A more equitable account of the note-taking functions in learning from lecture and from text. Instructional Science, 18, 217–232.
  • King, A. (1991). Improving lecture comprehension: Effects of a metacognitive strategy. Applied Cognitive Psychology, 5, 331–340.
  • Levine, L. E. (2002). Using technology to enhance the classroom environment. THE Journal, 29(6), 12–18.
  • Mealey, D. L., & Frazier, D. W. (1992). Directed and spontaneous transfer of textmarking: A case study. In N.D. Paduk, T. Rasinski, & J. Logan (Eds.), Literacy research andpractice: Foundations for the year 2000 (pp. 153–164). Pittsburgh, KS: CRA Yearbook.
  • Murphy, T. M. & Cross, V. (2002). Should students get the instructor's lecture notes? Journal of Biological Education, 36(2), 72–75.
  • Nist, S. L., & Diehl, W. (1998). Developing textbook thinking (4th ed.). Boston: Houghton Mifflin.
  • Nist, S. L., & Holschuh, J. P. (2000a). Active learning: Strategies for college success. Boston: Allyn & Bacon.
  • Nist, S. L., & Holschuh, J. P. (2000b). Comprehension strategies at the college level. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 75–104). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Nist, S. L., & Holschuh, J. P. (2002). College rules!: How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press.
  • Nist, S. L., & Simpson, M. L. (1988). The effectiveness and efficiency of training college students to annotate and underline text. In J. E. Readence, R. S. Baldwin, J. Konopak, & W. O'Keefe (Eds.), Dialogues in literacy research (pp. 251–257). Chicago: National Reading Conference.
  • Pauk, W. (2000). How to study in college. Boston: Houghton Mifflin.
  • Smith, L. R. (1984). Effect of teacher vagueness and use of lecture notes on student performance. Journal of Educational Research, 78(2), 69–74.
  • Strode, S. L. (1991). Teaching annotation writing to college students. Forum for Reading, 23, 33–44.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.