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

Abstract

This experiment used scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Results indicated that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and students take notes. Also, delayed retention is greater when students take notes and view lectures containing organizational cues and immediate behaviors.