Understanding the Effects of Structured Note-taking Systems for Video-based Learners in Individual and Social Learning Contexts

Abstract

Video-based learning is widely adopted by online learners, yet, learning experience and quality may be negatively affected by asynchronous and remote natures of video-based learning. As note-taking is a common practice employed by video-based learners and is known to be an effective way to trigger active construction and processing of knowledge, yet as a meta-skill, it is challenging to most learners. In this study, we aim to approach the goal of providing cognitive and social scaffolds to video-based learners by structuring their note-taking process. We presented and evaluated structured note-taking systems designed for learners in two contexts, namely, individual learning context and social learning context. With an online controlled study involving 43 participants, we compared the structured note-taking systems with two baseline systems (for individual learning and social learning contexts respectively) and found that structured note-taking significantly improved certain aspects of video-based learning such as and higher cognitive engagement and lower distraction. We discussed our results to inform the design, iteration, and adoption of note-taking tools in video-based learning.

Effects of E-Learning Materials on Caregivers’ Knowledge about the 3Ds of Geriatric Psychiatry

“…35 Lastly, according to Fang et al, VBL helps reduce cognitive load, grabs viewer attention, and increases learner engagement. 36 Concerning the E-learning Theory, 37 some principles were embedded in the video. The multimedia and modality principles helped enhance the capability of the respondents to learn just by simply listening and seeing visuals explained through audio narration instead of using text.…”