Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning

Kauffman, Douglas F.; Zhao, Ruomeng; Yang, Yu

doi:10.1016/j.cedpsych.2011.04.001

Cited by 80 publications

(62 citation statements)

References 29 publications

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“…Those who read in print used fewer reading strategies than those who read digitally (Uso-Juan & Ruiz-Madrid, 2009;O'Brien & Voss, 2011). The reading strategies that most successfully influenced comprehension were annotating (taking notes) and highlighting (Yang, 2010), rereading (Hsieh & Dwyer, 2009), matrix style note-taking and outlining; while the least successful was listing (Kauffman, Zhao & Yang, 2011).…”

Section: Textbook Analytics 10mentioning

confidence: 98%

Predicting course outcomes with digital textbook usage data

Junco

Clem

2015

The Internet and Higher Education

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Section: Textbook Analytics 10mentioning

confidence: 98%

Predicting course outcomes with digital textbook usage data

Junco

Clem

2015

The Internet and Higher Education

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“…Students are often asked to take notes individually in class; however, they may misunderstand or uncomprehend the teacher's explanations while quickly taking notes during lectures (Chiu et al, 2013). With the rapid development of computer technology, many studies have shown that online collaborative note-taking helps students when they compare and share notes with their peers' notes (i.e., AbuSeileek, 2011AbuSeileek, , 2008Kauffman, Zhao, & Yang, 2011;Lo et al, 2013;Roy, Brine, & Murasawa, in press;Türk & Erçetin, 2014). Sharing notes with peers allows students to supplement any missing information and emulate note-taking habits for enhancing literacy development (Faust & Paulson, 1998).…”

Section: Online Collaborative Note-taking Strategiesmentioning

confidence: 98%

Online collaborative note-taking strategies to foster EFL beginners' literacy development

Yang

Lin

2015

System

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“…The outline thus helped students better remember the lecture content. Kauffman, Zhao, and Yang (2011) also explored the effect of providing participants with an outline in two studies. Participants (n = 30 and n = 119) were divided over three note-taking structuring conditions.…”

Section: Structure Of Note-takingmentioning

confidence: 99%

An integrative review of the cognitive costs and benefits of note-taking

Jansen

Lakens

IJsselsteijn

2017

Educational Research Review

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List of most important changes made:-Definition of research aim and research questions in the Introduction.-Explanation of the origination of the analytic criteria in the description of the literature review. -Shortening of the sections on lecture speed, individual differences, and type of questions.-Addition/rewriting of concluding paragraph for lecture speed, structure of lecture material, note-taking style, and structure of note-taking. -Inclusion of several recent articles: Svinicki (2017), Reed, Rimel, and Hallett (2016), Olive and Barbier (2017). Abstract. Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of notetaking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. Our review highlights the fragmented nature of the current literature. In the second part of this review we distinguish five forms of cognitive load that are induced by notetaking. Cognitive load theory is used to integrate the divergent results in the literature. We conclude that cognitive load theory provides a useful framework for future theory development and experimental work. Keywords.Cognitive load, encoding effect, note-taking, memory, information processing.An integrative review of the cognitive costs and benefits of note-takingThe density of information presented to students increases as they proceed from primary school to secondary school to university. Students are required to comprehend and acquire more information in the same amount of time. To cope with this increasing demand on their information-processing capabilities, students frequently engage in note-taking to improve how much information they remember (Christopoulos, Rohwer, & Thomas, 1987). For decades, notetaking has been an analogue activity, with students taking notes using pen and paper (i.e.longhand note-taking). The increasing availability of portable electronic devices has changed the way in which students take their notes. Longhand note-taking is now considered 'traditional' note-taking (Lin & Bigenho, 2011;Reimer, Brimhall, Cao, & O'Reilly, 2009), while typing is a more modern form of note-taking.Memory benefits of note-taking have been classified into two groups (Di Vesta & Gray, 1972). On the one hand, note-taking offers long term benefits by having notes available for review and rehearsal. This is known as the external storage effect of note-taking. On the other hand, note-taking offers immediate benefits as students taking notes engage in a deeper level of processing. This is known as the encoding effect of note-taking. The beneficial effects of notetaking have been well-established (e.g. Barnett, Di Vesta, & Rog...

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Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning

Cited by 80 publications

References 29 publications

Predicting course outcomes with digital textbook usage data

Predicting course outcomes with digital textbook usage data

Online collaborative note-taking strategies to foster EFL beginners' literacy development

An integrative review of the cognitive costs and benefits of note-taking

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