The effects of interpolated lectures, self-testing, and notetaking on learning from a science video lecture

As more college lectures are delivered online, students and instructors alike must adapt to the cognitive, metacognitive, and behavioral changes that take place. To address these issues, research on interpolated testing has shown that memory is benefitted more so than when lectures are interpolated with restudy sessions. However, no research has directly compared interpolated to un-interpolated (continuous) video lectures. Therefore, the first aim of the study will be to test whether interpolated lectures are more effective for the encoding, retention, and integration of lecture information compared to continuous lectures. In addition, the studies on interpolated testing have not tested notetaking factors, the breadth of lecture information in memory, nor retention at a delay. Therefore, a second aim of the current study is to replicate the basic effects of interpolated testing reported in the literature, but also to examine other variables that may extend and better explain these outcomes, as follows. Only recently have studies emerged examining the effects of peer-dependent notetaking, as well as notetaking revision, both of which suggest that there are additional methods to improve learning from video lectures. Participants took notes during a 30-minute video lecture. After a 24-hour delay, they completed tests that assessed different aspects of learning and memory for the lecture. As predicted, interpolated lecture type was more effective for note quantity, note revisions, and combating notetaking fatigue throughout the lecture. Self-testing did not perform differently than note revision or restudy conditions on free or cued recall; however, the note revision groups made the most cross-lecture references. This dissertation demonstrates that interpolated lectures improve lecture notes and note revisions, and that note revision for others improves conceptual integration. The results inform online education, suggesting that interpolated lectures may more effectively keep students’ attention, and the activities assigned during these pauses may facilitate different types of learning.