Students' notetaking: the effects of teacher immediacy and clarity

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The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, methodology): “Each lecture was approximately 15 minutes in length, which coincides with previous experimental research using live lecture manipulations (Chesebro, 2003; Comstock, Rowell, & Bowers, 1995; Titsworth, 2004).”
Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, background): “In other research, clarity cues (e.g., organizational cues; Titsworth, 2004) or clarity behavioral clusters (e.”
The Impact of Mobile Phone Usage on Student Learning (2013, background): “Scholars have previously examined the number of details from the lecture that are also contained in the students’ notes (see Titsworth & Kiewra, 2004; Titsworth, 2004).”
Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, background): “…(Chesebro & McCroskey, 2001) and has been associated positively with students’ emotional and cognitive interest (Mazer, 2013), detailed and organized note taking (Titsworth, 2004; Titsworth & Kiewra, 2004), and their reports of affective and cognitive learning (Titsworth & Mazer, 2010).”