Collaborative Note-Taking: A Tool for Creating a More Inclusive College Classroom

Harbin, M. Brielle

doi:10.1080/87567555.2020.1786664

Cited by 11 publications

(7 citation statements)

References 22 publications

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“…However, note-taking may place a high demand on individual learners, as note-taking requires them to comprehend content, write it down, and learn simultaneously (Chen, 2013). Accordingly, some researchers have suggested that collaborative note-taking might be more beneficial than individual note-taking for learners (Harbin, 2020;Jansen, Lakens, & IJsselsteijn, 2017). In the case of collaborative note-taking, students may find the process easier as there is potential to divide the cognitive labor required to produce highquality notes among the participants, which may lead to students being able to focus on the learning materials more closely (Baldwin, Fanguy, & Costley, 2019;Orndorff, 2015).…”

Section: Introductionmentioning

confidence: 99%

The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

Costley

Courtney

Fanguy

2022

The Internet and Higher Education

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Section: Introductionmentioning

confidence: 99%

The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

Costley

Courtney

Fanguy

2022

The Internet and Higher Education

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“…Currently, using collaborative note-taking in online setting has become commonplace and has helped in reducing work restrictions which occurred in the past. This strategy creates benefits derived from reflection in both learning contexts and the collaborative learning (Harbin, 2020;Popescu, Ilie, & Stefan, 2021).…”

Section: Discussionmentioning

confidence: 99%

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Wetcho

Na-Songkhla

2021

CONT ED TECHNOLOGY

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Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a selfregulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and selfreflection, in accordance with the empirical data. With our findings we were able to design a socioemotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in preperformance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period.

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“…Although there have been only a small number of studies on this topic, nearly all have shown important benefits to collaborative note-taking, including higher grades (Orndorff, 2015) and a more inclusive and equitable learning environment (Harbin, 2020). However, there has never been a rigorous attempt to explain how and why these benefits occur, as researchers have generally relied on self-reported data from student surveys or speculation to explain their results.…”

Section: Knowledge Contributionmentioning

confidence: 99%

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Fanguy

Costley

Courtney

et al. 2023

Interactive Learning Environments

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Note-taking is a ubiquitous learning strategy that learners employ when attempting to comprehend and remember information shared during lectures.However, the process of note-taking can be cognitively burdensome for learners. Research has shown a number of benefits to collaborative notetaking, including a reduction in the cognitive burden required to take notes, the creation of more comprehensive notes than those typically produced by an individual, and exposure to the varying perspectives from peers. However, research is needed into the effects of various types of collaborative note-taking behaviors on the quality of the notes and on subsequent learning outcomes.Therefore, the present research investigates the effects of collaborative note-taking behaviors of 357 students. To better conceptualize note-taking behaviors and their effects, the present dissertation introduces a theoretical framework called the collaborative encoding-storage paradigm, which extends the existing encoding-storage paradigm commonly used to explain individual note-taking behaviors. In the proposed framework, collaborative note-taking behaviors are viewed as forms of collaborative encoding and the completeness of the notes is viewed as a measure of storage quality. The following collaborative note-taking data were mined from the notes and analyzed: volume of words written, edits of others, writing sessions, and turn-taking. The storage produced by each group was assessed using a rubric to measure the completeness of the notes. Analysis at the level of the individual learner indicated that volume of words, edits of others, and turn-taking behaviors were all positively correlated with learning performance. Analysis at the level of the group indicated that turn-taking was positively correlated with learning ii performance, while edits of others was negatively correlated with learning performance. Further analysis at the group level revealed that volume of words and frequency of writing sessions were positively correlated with the completeness of group notes and that completeness of notes was positively correlated with learning performance.Overall, the results demonstrate meaningful relationships between the frequency of collaborative encoding behaviors and learning outcomes. These results suggest that collaborative encoding and storage have different effects on learning performance and that the effectiveness of collaboration differs according to the variables investigated and the level of analysis. The dissertation concludes with two recommendations for practitioners: 1) to increase recall of information, encouraging students to write more notes is beneficial, but encouraging them to write more frequently is not, and 2) for groups to take higher quality notes, they should be encouraged sustain their contributions to the document but need not interact much with the contributions of their group mates.

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Collaborative Note-Taking: A Tool for Creating a More Inclusive College Classroom

Cited by 11 publications

References 22 publications

The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

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