Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

Abstract

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note taking activity. The contribution of student's characteristics and styles of learning to note taking activity and learning performance were analyzed, and the relationships between the two types of courses were compared using causal analysis techniques. In addition, lexical analysis of the contents of notes taken was introduced. Features of notes taken, such as the number of terms, the word ratios of student's notes and the degree of coverage of the lecturer's notes were compared. The results of the evaluation of the two types of learning styles were summarized by determining the relationships between student's characteristics and metrics of the contents of notes taken. The metrics were significantly different between the two learning styles. The contributions of students' characteristics to learning performance were also different. These results provide points to consider for the design and organization of the two types of learning.

The Possibility of Predicting Learning Performance Using Features of Note-Taking Activities and Instructions in a Blended Learning Environment

“…The following metrics were introduced to measure characteristics during the two surveys. The constructs are: Personality (Goldberg, 1999;International Personality Item Pool, 2004), Information Literacy (Fujii, 2007), Learning Experience (Nakayama, Yamamoto, & Santiago, 2007) and Note-taking skills (Nakayama, Mutsuura, & Yamamoto, 2014a). The total number of variables is 13.…”

“…Factor analysis of the surveyed data was conducted using Promax rotation. In the results, three specific factors were extracted (Nakayama, Yamamoto, & Santiago, 2007). The three factors are Factor 1 (LE-F1): Overall Evaluation of the e-learning experience, Factor 2 (LE-F2): Learning Habits, and Factor 3 (LE-F3): Learning Strategies (Nakayama, Yamamoto, & Santiago, 2007).…”

The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-taking

“…Khan et al (2017) describe collective reflexivity as an active part of social mobility; for example, students use their mental capacity to explore methods and reflect on their understanding of a given content in social online learning environments. Furthermore, note-taking has been shown to be "an external cognitive aid," using the processed information from internal cognition of the human mind to perception and application (Makany et al, 2009) and, more commonly, as an assessment tool (Nakayama et al, 2017) of their learning performance. For example, students report on their various findings and concerns about the freshly processed material through discussions using language, emotions, sensations, and descriptions in a social context.…”

“…Consequently, optimizing the implementation of note-taking is an effective strategy to assist in constructing shared knowledge in an online learning environment. A study by Nakayama et al (2017) analyzed students' note-taking activity and their attitudes in a blended learning course. The results confirmed that, due to the participants' "out-of-class study" and "learning hours,'' their note-taking supports their overall learning performance in literacy.…”

Understanding the Effects of Structured Note-taking Systems for Video-based Learners in Individual and Social Learning Contexts

“…Students have traditionally taken notes in a longhand approach, but the prevalence of digital devices fueled their transition to digital note-taking methods [44]. In online learning scenarios, note-taking is also regarded as an important learning strategy and contributes to students' learning performance [35].…”