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Online Notes: Differential Effects of Studying Complete or Partial Graphically Organized Notes
16 references·2 citing·25 second hop
Online Notes: Differential Effects of Studying Complete or Partial Graphically Organized Notes (2003)Online Notes: Differential Effects of Stu…Problem-Solving Transfer (2013)Problem-Solving TransferHandbook of Educational Psychology (2013)Handbook of Educational Psych…Handbook of educational psychology (1997)Handbook of educational psych…Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction (1996)Learning strategies for makin…Visual argument: Graphic organizers are superior to outlines in improving learning from text. (1995)Visual argument: Graphic orga…Educational Research: Fundamentals for the Consumer (1991)Educational Research: Fundame…The teaching of learning strategies (1986)The teaching of learning stra…Producing Written Summaries: Task Demands, Cognitive Operations, and Implications for Instruction (1986)Producing Written Summaries: …Handbook of research on teaching (1986)Handbook of research on teach…Generative effects of note-taking during science lectures. (1986)Generative effects of note-ta…Educational Research: An Introduction (1984)Educational Research: An Intr…The Teaching of Learning Strategies. (1983)The Teaching of Learning Stra…Listening and note taking. (1972)Listening and note taking.Educational Psychology: A Cognitive View (1969)Educational Psychology: A Cog…Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…Educational Research: An Introduction (1965)Educational Research: An Intr…Note-taking and science inquiry in an open-ended learning environment (2018)Note-taking and science inqui…Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term (2018)Impact of slide-based lecture…Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum (1999)Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2005)The use of scoring rubrics: Reliability, validity and educational consequences (2007)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Motivational and self-regulated learning components of classroom academic performance. (1990)The Role of Goal Orientation in Self-Regulated Learning (2000)School Engagement: Potential of the Concept, State of the Evidence (2004)Motivation and Motivating in the Foreign Language Classroom (1994)Teaching For Quality Learning At University (1999)The Theory and Practice of Online Learning (2008)A review of research on teacher beliefs and practices (1996)A Typology of Mixed Methods Sampling Designs in Social Science Research (2015)Qualitative and descriptive research: Data type versus data analysis (2015)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Self-Efficacy and Academic Motivation (1991)What is assessment for learning? (2011)Simulation-Based Learning in Higher Education: A Meta-Analysis (2020)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)The Power of Feedback (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Critical thinking, cognitive presence, and computer conferencing in distance education (2001)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Qualitative Interview Design: A Practical Guide for Novice Investigators (2014)
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  • 1986Generative effects of note-taking during science lectures.

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  • 2018Note-taking and science inquiry in an open-ended learning environment34 cited
  • 2018Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term32 cited