Bridging the Digital Gap in Academic Writing and Information Management: The Case of Humanities Students

Stepanchuk, Yu. A.

doi:10.1007/978-3-030-37858-5_45

Cited by 1 publication

(2 citation statements)

References 17 publications

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“…In this regard, the use of Zettelkasten ensures that the attention of the students is not distracted and that students are to actively record their learning using the Zettelkasten. Furthermore, the students in the study can also connect many streams of knowledge and thinking [9]. All in all, it can be deduced that with the integration of Zettelkasten in the learning and training model of the students, they could make it easier for themselves to expand their knowledge, organize the information, and make new connections among ideas.…”

Section: -Discussion Of the Findingsmentioning

confidence: 99%

“…However, studies suggest that the impact of these methods of making notes is not very effective in learning as they do not help people connect with ideas. The Zettelkasten approach pushes people to draw connections between many streams of knowledge and thinking [9]. The processes make it easier for the learners to naturally make new connections between ideas, which expands their knowledge and boosts their production.…”

Section: -1-zettelkasten Techniquementioning

confidence: 99%

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A Digital Model of Full-Cycle Training Based on the Zettelkasten and Interval Repetition System

et al. 2023

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The study aims to propose and validate a new digital model based on the Zettelkasten and interval repetition system for comprehensive and full-cycle training of the students. The core idea is to enhance the learning experience and effectiveness of the given training course by enhancing the student's attention during the learning and long-term information retention. In pursuit of the aforementioned research aim, the study incorporates a quantitative research methodology by combining experiments and a survey. In particular, the effectiveness of the proposed model was assessed via an achievement assessment involving two groups of students and assessing their scores on the same test. This was followed by a metacognitive awareness survey of the two groups to investigate their perceived understanding and performance (with and without the use of a model). The proposed model was found to be effective in enhancing the learning experience and effectiveness of the students on the training course. The Zettelkasten facilitates the management of the student's attention, while the interval repetition system contributes to increased retention. The students that used this model in their learning and preparation scored better than their peers. Also, they reported a significantly higher understanding and awareness of their learning than their peers. The model can be incorporated into the learning process or the provision of training courses to the students. This study is the first to suggest the integration of Zettelkasten and the interval repetition system into one learning model for the students. The article proposes a practical model that can be incorporated by teachers to improve the learning effectiveness of their students. This article has some limitations as well that must be acknowledged. Doi: 10.28991/ESJ-2023-SIED2-01 Full Text: PDF

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Section: -Discussion Of the Findingsmentioning

confidence: 99%

Section: -1-zettelkasten Techniquementioning

confidence: 99%