EduNotes – A Mobile Learning Application for Collaborative Note-Taking in Lecture Settings

Popescu, Elvira; Constantin, Stefan; Ilie, Sorin; Ivanović, Mirjana

doi:10.1007/978-3-319-47440-3_15

Cited by 10 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While there are few integrated note-taking features included in the major MOOC platforms (Veletsianos, Collier, & Schneider, 2015) -edX has recently added a note-taking tool for the text elements of its courses (Pérez-Álvarez, Maldonado-Mahauad, Sapunar-Opazo & Pérez-Sanagustín, 2017) -several tools exist to facilitate the taking of notes in e-learning including, but not restricted to, Livenotes, DyKnow, eMargo, AOF, u-Annotate (Steimle, Gurevych, & Mühlhäuser, 2007), and EduNotes (Popescu, Stefan, Ilie, & Ivanović, 2016). VideoNot.es permits you to type your comments whilst a video lecture from either Coursera, edX, Khan Academy, or Udacity plays.…”

Section: Note-taking In Asynchronous Online Learning Environmentsmentioning

confidence: 99%

The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Baldwin¹,

Fanguy²,

Costley

2019

JLE

View full text Add to dashboard Cite

While the benefits of shared note-taking during live lectures have been studied, the effects of shared note-taking in e-learning environments merit examination since such courses often feature asynchronous video lectures, allowing students to work together to construct notes over longer periods of time. A study (n=92) was conducted in the context of a flipped scientific writing course at a Korean university to investigate the effects of collaborative online note-taking on student learning. Students in the course were divided into two groups: members of the control were simply directed to view course videos and take notes individually, and members of the experimental group were asked to take collaborative notes in a shared online document. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. However, significantly higher scores on related online quizzes and individual writing assignments were found in groups who took notes actively and for individuals who were major contributors to the group notes.

show abstract

Section: Note-taking In Asynchronous Online Learning Environmentsmentioning

confidence: 99%

The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Baldwin¹,

Fanguy²,

Costley

2019

JLE

View full text Add to dashboard Cite

show abstract

“…One of them is recommended a learning approach that is oriented towards students (student centers) and following the development of technology. The old paradigm (teacher-centered approach), should be International Journal of Instruction, October 2019 • Vol.12, No.4 changed because it is considered traditional (Popescu et al 2016). Nowadays, we have entered the knowledge era that has a million characters and breakthroughs based on knowledge and technology.…”

Section: Introductionmentioning

confidence: 99%

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

View full text Add to dashboard Cite

This research aimed to examine the effect of collaboration Think Pair Share (TPS) Leaning Model and m-Learning based on Android on the understanding of trigonometry concepts and to investigate the interaction between collaborative learning and cognitive style on the understanding of trigonometry concepts. This research involved 80 pre-service teachers of Mathematics Department at STKIP Santu Paulus Ruteng, Province of East Nusa Tenggara, Indonesia. The quasiexperimental research with control class without pre-test was done. Before the experiment, the Group Embedded Figures Test (GEFT) was used to identify students cognitive styles either Field-Dependent (FD) or Field-Independent (FI). The research data were obtained from a test consisting of five questions to measure students' understanding of trigonometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the collaboration of TPS Leaning Model and m-Learning based on Android leads to the higher achievement of the students on the understanding of trigonometry concepts if compared to students in conventional groups (expository). 2) there was no interaction effect between the collaborative learning and cognitive style of students' understanding of trigonometry concepts.

show abstract

“…Students in the longhand note-taking group were asked to use paper and pen to take notes during the class. Both the collaborative note-taking group and the laptop group used the CNS can obtain information efficiently and quickly, and the information can be shared and exchanged (Popescu et al, 2016). Thus, the CNS supports individualized laptop note-taking and collaborative note-taking.…”

Section: Methodsmentioning

confidence: 99%

Examining the effects of note-taking styles on college students’ learning achievement and cognitive load

Shi

Yang

et al. 2022

AJET

View full text Add to dashboard Cite

This study investigated the effects of note-taking styles on college students’ learning achievement and cognitive load in a 6-week lecture-based computer network course. Forty-two students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The results showed that students in the collaborative note-taking group did better on learning achievement and cognitive load than students in the other two groups. Particularly, students in the collaborative note-taking group had a significantly higher rate of learning achievement and a significantly lower level of extraneous load than students in the longhand note-taking group. Implications for practice or policy: College students can improve their learning achievement more effectively through collaborative note-taking style than individual note-taking style. College students can reduce extraneous load and improve germane load levels through collaborative note-taking. Instructors and administrators should encourage college students to take more collaborative notes during classroom instruction.

show abstract

EduNotes – A Mobile Learning Application for Collaborative Note-Taking in Lecture Settings

Cited by 10 publications

References 11 publications

The Effects of Collaborative Note-Taking in Flipped Learning Contexts

The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Examining the effects of note-taking styles on college students’ learning achievement and cognitive load

Contact Info

Product

Resources

About