The predictive validities of individual working‐memory capacity profiles and note‐taking strategies on online search performance

Abstract

Online search involves multitasking and may demand better working-memory capacities (WMC) and additional cognitive aids. Given the constraints of human cognition, we tested the effectiveness of note-taking strategies on university students' online search performance. Also examined were the profile configurations of WMC tests in silence and in irrelevant speech as well as its interaction effects with note-taking strategies on online search performance. Among the participants of 60 university students, we found a four-group WMC profile composition that differed significantly across WMC scores in both silence and irrelevant speech. Results showed that WMC profiles, note-taking groups and their interaction effect were significant factors on online search performance. Both Free Note and Matrix Note were beneficial for the students in low silent WMC profile groups. Study results have both theoretical and practical implications, advancing our understanding of the interrelationship of WMC under different conditions and informing instructional practice of online search performance.

The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

“…Videos were between 5 to 25 minutes in duration. As prior research has shown that notetaking generally (Wu, 2020) and collaborative note-taking specifically (Baldwin, Fanguy, & Costley, 2019;Orndorff, 2015) can help students to better recall the contents of a lecture, students were required to take notes collaboratively using a Google Document monitored by the course instructor and teaching assistant. In order to help students better understand what collaborative notes would look like and what type of information they would include, the instructor provided a set of example notes for the first lecture video that the students were required to watch.…”

“…Students taking notes as a way to improve learning outcomes is a well-established part of instruction in higher education (Wu, 2020). However, note-taking may place a high demand on individual learners, as note-taking requires them to comprehend content, write it down, and learn simultaneously (Chen, 2013).…”

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

“…Student note-taking in the context of higher education is seen to be an effective strategy to improve student learning (Wu, 2020). Aside from the benefits of taking notes for oneself, there has been research that suggests sharing notes, and taking or reviewing notes in groups is also beneficial.…”

El fichaje de investigación como estrategia para la formación de competencias investigativas

“…Las investigaciones previas sobre estrategias didácticas a través de la toma de notas con fines de investigación evidencian que los procedimientos ordenados, lógicos y prácticos son efectivos porque apoyan y facilitan el trabajo investigativo y además permiten el desarrollo de habilidades cognitivas relacionadas con la investigación como el desarrollo de la memoria de trabajo, la retención de información relevante, así como en la mejora el aprendizaje ya que efectiviza la recogida de información y el procesamiento de los mismos (Kiewra, 1988;Bonner & Holliday, 2006;Makany et al, 2009;Çetingöz, 2010;Haghverdi et al, 2010;Wu, 2020;Loayza Maturrano, 2021). La estrategia formativa denominada El Fichaje de Investigación se orienta hacia ese propósito.…”