Strategies in Preparation for Learning and During Lectures :

Shinogaya, Keita

doi:10.5926/jjep.58.452

Cited by 6 publications

(2 citation statements)

References 15 publications

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“…In both the Japanese and Chinese groups, the higher the students’ deep processing orientation, the more they tended to use deep notetaking, while the higher the shallow processing orientation, the more they tended to use shallow notetaking. With respect to relationship between learning motivation and notetaking, students with higher content-related (content-separated) motivation preferred using deep (shallow) notetaking, which is consistent with the findings of previous studies (e.g., Bonney et al, 2008; Shinogaya, 2010). Regarding the relationship between perceived teacher’s instruction and lecture notetaking, this study indicated that not only specific instruction on notetaking but also teachers’ general instruction strategies influence students’ notetaking use.…”

Section: Discussionsupporting

confidence: 90%

“…While, content-separated motivation (e.g., to get praise and to get a reward), was not related to those learning strategies use. Furthermore, students with higher content-related motivation were more likely to engage actively in class, whereas content-separated motivation was positively related to passive engagement strategies (Shinogaya, 2010). Hence, it can be implied that students with higher content-related motivation are more likely to use cognitive strategies and use notetaking on a deeper level.…”

Section: Self-regulated Learners and Effective Lecture Notetakingmentioning

confidence: 99%

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Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Liu¹,

Uesaka²

2023

Journal of Applied Research in Memory and Cognition

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Lecture notetaking is beneficial for learning at different educational levels. However, studies are not in consensus on effective lecture notetaking, and few have investigated the factors influencing it, particularly among secondary school students. This study explored effective lecture notetaking and examined the effects of students’ learning beliefs, learning motivation, and teachers’ instructions on it, by comparing Japanese (n = 340) and Chinese (n = 410) high school students. First, a lecture notetaking scale was obtained of two-factor structure: deep notetaking and shallow notetaking. Then, a multigroup structural equation modeling analysis was performed, illustrating how those factors influence lecture notetaking in the two groups. This study is the first to investigate effective lecture notetaking as a self-regulated strategy to be cultivated; this is an aspect that has been overlooked in past studies. The results indicate that further exploration of teachers’ strategy instructions in school settings is needed in both Japan and China.

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Section: Discussionsupporting

confidence: 90%

Section: Self-regulated Learners and Effective Lecture Notetakingmentioning

confidence: 99%

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Liu¹,

Uesaka²

2023

Journal of Applied Research in Memory and Cognition

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Motives, beliefs, and perceptions among learners affect preparatory learning strategies

Shinogaya

2017

The Journal of Educational Research

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Approaches for Class Preparation Using Qualitative Analysis by Coding—Survey in Technical English Course “Yakugaku-Eigo Nyumon”—

et al. 2020

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The purpose of this study was to examine how students prepare for the pharmaceutical technical English coursè`Y akugaku-Eigo Nyumon'' by qualitative analysis. A sub-text, supplemental material was used to assist students with class preparation. Qualitative questionnaires on understanding and approaches for class preparation as well as review of class were analyzed in comparison with diŠerent academic performance levels on theˆnal exam. The results of qualitative analysis of class preparation based on coding revealed that high-academic-performing students understood and adopted deep-processing approaches for the preparation of``English words'' and``understanding of content'' more often than low-academic-performing students. High-performing students attempted to not literally translate English sentences into Japanese while checking the English words with thinking and ingenuity, and to understand English sentences by drawingˆgures and thinking of relationships using previously learned knowledge. These approaches were not adopted by low-performing students. Furthermore, sub-text was one of the means for understanding by high-performing students, whereas it was essential for low-performing students to understand the content. Coding results on the review of class also showed that low-performing students were dependent mainly on sub-text for understanding. These results suggest that deep-processing approaches to both English and content of materials are necessary for deep understanding in``Yakugaku-Eigo Nyumon''.

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Strategies in Preparation for Learning and During Lectures :

Cited by 6 publications

References 15 publications

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Motives, beliefs, and perceptions among learners affect preparatory learning strategies

Approaches for Class Preparation Using Qualitative Analysis by Coding—Survey in Technical English Course “Yakugaku-Eigo Nyumon”—

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