1. Austin, J. L., Lee, M., & Carr, J. P. (2002a). The effects of guided notes on undergraduate students’ recording of lecture content. Journal of Instructional Psychology, 31, 314–320.
2. Austin, J. L., Lee, M. G., Thibeault, M. D., Carr, J. E., & Bailey, J. S. (2002b). Effects of guided notes on university students’ responding and recall of information. Journal of Behavioral Education, 11, 243–254. doi:
10.1023/A:1021110922552
.
3. Barbetta, P. M., & Skaruppa, C. L. (1995). Looking for a way to improve your behavior analysis lectures? Try guided notes. The Behavior Analyst, 18, 155–160.
4. Bonwell, C. C. (1996). Enhancing the lecture: Revitalizing a traditional format. In T. E. Sutherland & C. C. Bonwell (Eds.), Using active learning in college classes: A range of options for faculty (pp. 31–44). San Francisco, CA: Jossey-Bass Inc.
5. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: The George Washington University, School of Education and Human Development.