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How Do Learners Process Information in Lectures? The Role of Projected Slides and Type of Note- taking

Today’s lectures are typically supported by means of computer-based slide projections, and it is common for learners to take notes on printed handouts containing the lecturer’s slides. In a 2x2-factorial design involving 81 students, the effects of slide projection (absent vs. present) and type of note-taking (on empty sheets vs. on handouts) were investigated with respect to the learners’ processing of information and their knowledge about information presented on slides and about information presented orally immediately after a lecture and two weeks later after an additional review phase. Preliminary analyses indicate a beneficial effect of note-taking on handouts on knowledge about information presented on slides after the additional review phase, which appears to be mediated to a substantial extent by the processing of information presented on slides while watching the lecture. Hence the effect cannot be explained exclusively by the completeness of this information in the learners’ notes. Today’s lectures typically involve computer-based slide projections. In conjunction with this technological aid, students often receive slides in advance to print and use them as a basis for note-taking. Despite substantial literatures about the effects of using computer-based slide projections (see Craig & Amernic, 2006; Levasseur & Sawyer, 2006; Shapiro, Kerssen-Griep, Gayle, & Allen, 2006 for reviews) and the effects of student note-taking in lectures (see Kiewra, 1989; Kobayashi, 2005; 2006 for reviews), little research has focused on the way in which these two aspects interact when using printed slides for note-taking. In particular, the role of the learners’ processing of the information presented on slides or only orally in the lecture as well as the role of students’ notes for review when preparing for an examination have not been investigated systematically so far. This interplay of learner-generated artefacts and their cognitive processing in a technology-supported learning scenario, both when creating these artefacts and when using them for further study, makes this topic an interesting challenge for Learning Sciences research.