The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Baldwin, Matthew; Fanguy, Mik; Costley, Jamie

doi:10.17323/jle.2019.9726

Cited by 19 publications

(15 citation statements)

References 35 publications

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“…In an asynchronous online learning environment, Balwin et al (2019) saw better learning outcomes for group note-takers than those in the control group, who were advised to take notes individually. However, a key limitation in both of the studies (Baldwin et al, 2019;Orndorff, 2015) is that the researchers only monitored and examined the collaborative note-taking documents. Consequently, it is unknown how much note-taking members of the control group actually did.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To do so, participants were divided into two groups, with one group taking notes individually and the other taking notes collaboratively in small groups. As prior experimental studies on collaborative note-taking (Baldwin et al, 2019;Orndorff, 2015) have not monitored the amount of notes that were taken in the control (non-collaborative) condition, in the present study, students' online note-taking documents from the individual and collaborative note-taking conditions were created and monitored by the course instructor. In this way, the amount of notes taken by students from each condition could be assessed.…”

Section: The Present Studymentioning

confidence: 99%

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How collaboration influences the effect of note-taking on writing performance and recall of contents

Fanguy

Baldwin

Шмелева

et al. 2021

Interactive Learning Environments

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Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason, the present study (n = 189) compares the learning performances of students in a collaborative note-taking condition to those of students in an individual note-taking condition. The students were compared in regards to their retention of information and their performance on academic writing. The study found that students from the collaborative note-taking group performed better on measures of retention, while the individual notetaking group performed better on measures of academic writing. These results suggest that while the collaborative processes of group notetaking lead students to retain more information, these processes do not lead to better performance in academic writing. The present study fills a gap in the research by showing how the effectiveness of collaborative note-taking might depend on the learning context or on the desired result of the class.

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Section: Literature Reviewmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

How collaboration influences the effect of note-taking on writing performance and recall of contents

Fanguy

Baldwin

Шмелева

et al. 2021

Interactive Learning Environments

Self Cite

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“…Students may divide the labor of note-taking as well to produce a more detailed set of notes than they would otherwise have made by themselves (Jansen et al, 2017). Furthermore, the ability for students to focus on particular parts of the contents and the processes inherent in collaborative note-taking may lead to students gaining a better understanding of the contents (Baldwin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…While there has been a lack of research into collaborative note-taking, two controlled experiments found that students who actively took notes collaboratively showed improved learning performance compared to those who took notes individually (Baldwin et al, 2019;Orndorff, 2015). The common explanation in these two studies was that the students seemed to benefit from sharing the workload of note-taking so that they were better able to focus on the lecture being presented.…”

Section: Introductionmentioning

confidence: 99%

Collaborative note-taking affects cognitive load: the interplay of completeness and interaction

Costley

Fanguy

2021

Education Tech Research Dev

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Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.

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“…Literature pertaining to online collaborative learning strongly suggests that taking notes together allows students in online courses to collaborate and has a significant effect on students' learning development by enabling them to construct a meaningful context (Baldwin et al, 2019). Consequently, optimizing the implementation of note-taking is an effective strategy to assist in constructing shared knowledge in an online learning environment.…”

Section: Introductionmentioning

confidence: 99%

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

2020

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Aim/Purpose: This paper aims to explore the effects of students’ interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background: There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students’ interactions with videos and the subsequent effect of those interactions on collaboration. Methodology: This research used a combination of survey data about student interactions with video lectures and evidence of student-to-student interactions from a sample of 149 masters and Ph.D. students at a university in South Korea. Contribution: To date, limited research has been conducted on the effect of student interactions with online instructional videos and that interaction’s effect on collaborative note-taking. Past research has examined the effects of lecture-watching behaviors and collaborative note-taking separately, and this paper looks at their relationship with one another. Findings: This paper has two main findings. The first is that interacting more with video lectures increases the amount that students interact with each other. The second is that these higher levels of interaction with videos do not impact the completeness of student note-taking. Recommendations for Practitioners: These findings of this paper suggest that instructors should encourage students to utilize active viewing strategies, as doing so will increase interaction among students, which will subsequently benefit their levels of collaboration. Recommendation for Researchers: This research shows the value of drawing links between aspects of learner consumption of instructional media and other aspects of their learning, particularly collaboration. Impact on Society: The importance of effective instruction and increasing collaboration in online learning is of great value now, particularly so, as much instruction is being delivered in online formats. Future Research: Future research should seek further to understand the relationships between aspects of instruction and collaboration. More specifically, future research could look into clickstream data and collaboration.

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The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Cited by 19 publications

References 35 publications

How collaboration influences the effect of note-taking on writing performance and recall of contents

How collaboration influences the effect of note-taking on writing performance and recall of contents

Collaborative note-taking affects cognitive load: the interplay of completeness and interaction

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

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