Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing

Courtney, Matthew; Costley, Jamie; Baldwin, Matthew; Lee, Kyungmee; Fanguy, Mik

doi:10.1016/j.iheduc.2022.100873

Cited by 10 publications

(11 citation statements)

References 39 publications

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“…Specifically, individual note-takers wrote down around 6,000 more words on average during the course, which is a substantial amount of extra writing practice. In a subsequent study (Courtney, Costley, Baldwin, Lee, & Fanguy, 2022), we found that this effect seemed to grow stronger week-by-week during the semester, as would be expected if practice were the cause for the higher writing scores among individual notetakers as compared to those in the collaborative condition. These results further highlight that collaborative note-taking has value as a learning strategy, though the application and use of collaborative note-taking should be carefully considered depending on the goals of the course, e.g., collaborative note-taking does not seem to be an optimal learning strategy when the goal is to enhance writing scores.…”

Section: Description Of the Present Studysupporting

confidence: 58%

“…instead of an experimental one because the primary aim is to better understand the effects of encoding on storage and learning performance when taking collaborative notes rather than to compare the effects of individual versus collaborative note-taking, which my coauthors and I have already done in prior studies (Courtney, Costley, Baldwin et al, 2022;Fanguy, Baldwin, Shmeleva et al, 2021). In the present study, I wish to measure specific collaborative encoding behaviors to better understand their effects on the quality of notes produced and the learning performance of groups and their constituent members.…”

Section: Methodsmentioning

confidence: 99%

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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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Section: Description Of the Present Studysupporting

confidence: 58%

Section: Methodsmentioning

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

View full text Add to dashboard Cite

show abstract

“…In addition, online collaborative learning fosters effective collaboration skills among students by allowing them to participate actively in their learning process without limiting learning location, resulting in high student performance as they share their knowledge and learn from one another. This approach emphasizes group work, listening to peer feedback, and fostering student engagement, which promotes students' learning motivation and achievement [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Integrating Thinking Process Model Technique with Online Collaborative Learning to Promote Programming Logical Thinking

Daungcharone

2024

IJIET

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Logical thinking is essential for students learning computer programming, enabling them to analyze problems and design solutions effectively. Flowcharts, a thinking process model technique, are particularly useful for illustrating program processes and fostering logical reasoning. Additionally, transitioning to a collaborative learning environment enhances students’ social skills and motivation through group interactions. This study explored the impact of a novel learning approach that merges the thinking process model with online collaborative learning among 410 university students. It examined how different learning approaches and individual preferences affected their learning achievement and motivation. The findings indicate that learning achievement varied significantly with different learning approaches and individual preferences but showed no significant variance when combining both factors. For learning motivation, significant differences were noted across all dimensions with varying learning approaches, and some dimensions were affected by individual preferences, with no significant change observed across all dimensions when combining learning approaches and individual preferences. The research concludes that incorporating thinking process models and collaborative learning can substantially improve students’ learning outcomes and motivation.

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“…Nevertheless, Barajas and Frossard ( 2018 ) note that the potential for fostering creative pedagogies or learning approaches through those platforms remains largely unknown. Therefore, there is a need for further investigation into learners’ perceptions regarding the applications of such platforms (Courtney et al, 2022 ; Zavolokina et al, 2020 ). Moreover, while there have been calls for more research on investigating how students’ learning processes are impacted via the use of various advanced technologies and educational practices (Mavengere & Ruohonen, 2018 ; vanOostveen et al, 2019 ), research on the critical factors (i.e., completeness and understandability) that contribute to the effectiveness of using wiki technologies (e.g., coauthoring) in collaborative problem-based learning (PBL) environments for improving students’ learning performance are scarce.…”

Section: Introductionmentioning

confidence: 99%

“…Virtual teaching/learning has reattracted many researchers’ interest in educational interaction and learning performance (e.g., Koranteng et al, 2019 ; Wang et al, 2022 ). In a virtual group, previous studies indicated that the biggest challenge is the completeness of knowledge that drives high levels of collaboration, such as note-taking, cowriting, or coauthoring (Courtney et al, 2022 ) and usability (Kesh, 1995 ). Here, completeness is defined as the degree to which wikis provide enough breadth, depth, and scope of information/knowledge (Huang & Fan, 2023 ).…”

Section: Introductionmentioning

confidence: 99%

Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

Lin¹,

Wang²

2023

Educ Inf Technol

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Understandability and completeness are essential in modern collaborative digital platforms and their learning systems. These platforms have shaken up the traditional education setting, particularly in leveraging the coauthoring approach in problem-solving and streamlining the learning behavior of cowriting or corevising. Such a learning context has attracted considerable interest from various stakeholders; however, it needs to be explored further as an independent topic. Based on social capital and social identity theories, we explore how online collaborative problem-based learning (PBL) effectiveness, relational quality, and social identity influence students’ perceived PBL performance during learning activities. Based on the core elements of online coauthoring processes (i.e., platform, cocreation, and problem-solving), this study employs a holistic view of the coauthor to discuss the effects of understandability and completeness. This study also highlights the mediating impact of trust on students’ social identity. Based on the responses of 240 students, the results support the proposed hypotheses using partial least squares analysis. The study’s implications suggest guidelines to educators on how to enhance students’ perceived PBL performance by using wiki technologies.

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Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing

Cited by 10 publications

References 39 publications

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

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

Integrating Thinking Process Model Technique with Online Collaborative Learning to Promote Programming Logical Thinking

Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

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