Learning from Lectures: Effects of Cooperative Review

Abstract

We examined the effects of cooperative and individual review of lecture material on subsequent free-recall performance. College students listened to a prerecorded lecture in one of four experimental conditions: (a) individual notetakers who reviewed their notes individually after the lecture; (b) dyads who took notes during the lecture with the expectation of cooperatively reviewing the material after the lecture; (c) dyads in which one partner listened to the lecture without taking notes and subsequently summarized the information to a partner who took notes during the lecture; and (d) dyads whose members took notes individually without expecting to review cooperatively but who did in fact review cooperatively after the lecture. Students who expected to review individually but did so cooperatively out-performed students who reviewed alone. Dyad partners who did not take notes but cooperatively reviewed performed as well as partners who took notes and individuals who took notes and reviewed individually. The results suggest that cooperative review can be an effective element of the lecture method of instruction.

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