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

Titsworth, B. Scott

doi:10.1080/03634520109379256

Cited by 98 publications

(61 citation statements)

References 32 publications

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“…It is possible the perception of mutual gaze (a consequence of the confederate gazing at the camera) acted as an arousal stimulus, increasing attention and therefore facilitating the encoding of information (Kelley and Gorham, 1988). This would therefore lend support to Fry and Smith (1975), Otteson and Otteson (1980), Sherwood (1988) and Titsworth's (2000) claims that a speaker's gazing behaviour can influence a listener's mental processing of information and subsequent memory for it. Furthermore, this explanation would inform us that this function of gaze can also be completed successfully over a videoconference.…”

Section: Summary Of Studymentioning

confidence: 83%

“…Sherwood (1988) also found positive effects of gaze upon recall: verbal presentations with gaze improved memory for information compared to presentations without gaze. Titsworth (2000) found students retained more information in the long-term when their teachers employed immediacy behaviours (for example eye contact). Such behaviours are said to produce a greater perception of closeness between individuals.…”

Section: Introductionmentioning

confidence: 96%

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Effect of gazing at the camera during a video link on recall

Fullwood

Doherty‐Sneddon

2006

Applied Ergonomics

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Section: Summary Of Studymentioning

confidence: 83%

Section: Introductionmentioning

confidence: 96%

Effect of gazing at the camera during a video link on recall

Fullwood

Doherty‐Sneddon

2006

Applied Ergonomics

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“…When taking notes from lectures, students are very attentive to a variety of signals given by the lecturer to control comprehension (fluency, changes in prosody, notes on the blackboard, explicit instructions for taking notes, etc. ; see Isaacs, 1994;Titsworth, 2001). When taking notes from written documents, typographic and linguistics marks present in the text (title and headings, summarized statements, connectives, etc.)…”

Section: Functions and Factors Regulating Note Takingmentioning

confidence: 99%

Cognitive effort during note taking

Piolat

Olive

Kellogg

2004

Applied Cognitive Psychology

384

262

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Note taking is a complex activity that requires comprehension and selection of information and written production processes. Here we review the functions, abbreviation procedures, strategies, and working memory constraints of note taking with the aim of improving theoretical and practical understanding of the activity. The time urgency of selecting key points and recording them while comprehending new information at the same time places significant demands on the central executive and other components of working memory. Dual-and triple-task procedures allow the measurement of the momentary cognitive effort or executive attention allocated to note taking. Comparative data show that note taking demands more effort than reading or learning. However, it requires less effort than the creative written composition of an original text.

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“…The effects of distraction on learning are well documented (e.g., Foerde, Knowlton, & Poldrack 2006;Titsworth, 2001;Watkins, Watkins, Craik, & Mazuryk, 1973;Wicker & Holley, 1971), some of this work is even specific to online class discussion and in-class computer use (e.g., Dooley & Wickersham, 2007;Fried, 2008;Hembrooke & Gay, 2003).This demonstrates another way GoSoapBox negatively affected learning.…”

Section: Limitations Of Gosoapbox As a Learning Engagement Toolmentioning

confidence: 84%

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Carroll

Sankupellay

Newcomb

et al. 2018

AJET

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Most pedagogical literature has generated "how to" approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura's Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students. IntroductionThere is currently a wide range of research into the recent introduction of student response systems (SRS) in tertiary settings (Banks 2006;Beatty & Gerace 2009; Kay & Le Sange, 2009;Lantz, 2010;Sprague & Dahl, 2009). However, most of this pedagogical literature has generated how to approaches regarding the use of clickers, and similar response technologies. There are currently no systematic reviews on the effectiveness of GoSoapBox -a newer web-based, popular SRS. With rapid developments in teaching and learning technologies across all undergraduate disciplines, there is a need to obtain comprehensive, evidence-based advice on these types of technologies, their uses, and overall efficacy. This paper addresses this current gap in knowledge.Our teaching team from the Queensland University of Technology, introduced GoSoapBox in an undergraduate 350 student cohort, public health subject. First, this paper will cover the recent literature reviewing student response systems in tertiary settings. Second, we describe the methods used to implement the use of GoSoapBox in our lectures and tutorials, and which aspects of the technology we drew on for learning purposes, as well as the methods for obtaining feedback from the students about the effectiveness of this tool. Third, we will outline the theoretical framework used to generate this pedagogical research. In keeping with the social and collaborative features of Web 2.0 technologies, Bandura's Social Learning Theory (SLT) will be applied here to investigate the effectiveness of GoSoapBox as an online tool for improving learning experiences and the quality of academic output by students. Bandura has emphasised the Internet as a tool for self-controlled learning (Bandura, 2001), as it provides the education sector with an opportunity to reconceptualise the relationship between learning and thinking (Glassman & Kang, 2011). Next, we report findings and analysis that are produced as a result of an examination of all student and staff activity on GoSoapBox as...

show abstract

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

Cited by 98 publications

References 32 publications

Effect of gazing at the camera during a video link on recall

Effect of gazing at the camera during a video link on recall

Cognitive effort during note taking

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

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