Four different instructional approaches for improving listening were compared:
a control group,
a lecture, a video role model, and a lecture plus a role model. The students' listening techniques
were then observed in a simulated supervisory-subordinate conference. Students exposed to the
video role model asked more questions than those not exposed to it. Also those students exposed
to any three of the instructional strategies did a better job of summarization and were more likely
to take notes than the control group.
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