- Apr 2022
Reynolds’ students have had strong positive reactions to this style of notes and consistently attribute the notes as a key factor in their engagement and learning in the course (Reynolds & Tackie, 2016).
Susan Reynolds' paper indicates that students have positive reactions to her skeletal notes, but does her research indicate that they are measurably better?
What is the right balance of encouraging attention and participation in the process versus saving time for the students? Active work in the process is likely to be shown to work best.
Has anyone done research on actively helping students and modeling for them after a lecture experience to show them the appropriate follow up methods?