Challenges of Digital Note Taking

Mosleh, Mogeeb A. A.; Baba, Mohd Sapiyan; Malek, Sorayya; Alhussein, Musaed

doi:10.1007/978-3-319-24584-3_19

Cited by 8 publications

(2 citation statements)

References 47 publications

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“…Human learning process occurs as part of education or personal development which involves several activities. Note-taking is one of these activities performed to acquire knowledge and improve learning outcomes (Mosleh et al , 2016). Note-taking tasks assist learners in the process of concentration, thinking, memorizing, recalling process and enhancing performance (Di Vesta and Gray, 1972).…”

Section: Introductionmentioning

confidence: 99%

Mobile phone vs paper-pencil mode of note-taking, a case study among the students of Bankura University

Kundu

Bej

2019

ITSE

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Purpose The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method. Design/methodology/approach The study is a case study that follows a ‘problem-driven’ approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors. Findings This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students’ sex. Research limitations/implications Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts. Practical implications It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself. Originality/value This study is based on the authors’ ground study and is purely original and unique in the true sense.

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Section: Introductionmentioning

confidence: 99%

Mobile phone vs paper-pencil mode of note-taking, a case study among the students of Bankura University

Kundu

Bej

2019

ITSE

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“…Their advantages can be grouped in three blocks. First, they have the potential to improve learning systems, as they encourage student participation (Castillo et al, 2016) and make it easier to take notes (Mosleh et al, 2016;Norman and Furnes, 2016); enhance direct student involvement (Cheung, 2008;Green, 2016;Jemni et al, 2016;Wongand Mak, 2016); enable the use of apps adapted to different subject matter (Domingo and Gargante, 2016;Jordano de la Torre et al, 2016); make it easy to instantly find information (Hassanet al, 2016;Holderied, 2016); and boost so-called mobile collaborative learning , i.e., integration between students and instructors (Alhassan, 2016).Second, among the technical advantages are their immediacy and portability (Peters, 2007;Zayimand Ozel, 2015),enabling the greater integration of Information Technologies (IT) in the classroom (Cook and Santos, 2016;. Finally, m-learning has the advantage of improving personal and social involvement and integration by raising social interactivity (Peters, 2007) and enabling peer interaction and cooperation (Fisher and Bierd,2006).…”

Section: Introductionmentioning

confidence: 99%

To take or not to take the laptop or tablet to classes, that is the question

Castillo-Manzano

Castro-Nuo

Lpez-Valpuesta

et al. 2017

Computers in Human Behavior

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In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students' preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices.

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