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

Costley, Jamie; Fanguy, Mik

doi:10.1007/s11423-021-09979-2

Cited by 7 publications

(5 citation statements)

References 52 publications

(85 reference statements)

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“…Besides, during the PBL activity, students can work collaboratively to edit the computer‐mediated structured whiteboard. Examining the effect of collaborative note‐taking on students' level of cognitive load, researchers showed that students' collaboration level was positively related to their germane load to understand the course content but was not associated with their extraneous load of learning confusion (Costley & Fanguy, 2021). Thus, as a measure to increase germane load and reduce extraneous load, this study would adopt the computer‐mediated structured whiteboard for both the control and experimental groups to assist their collaborative problem‐solving.…”

Section: Literature Reviewmentioning

confidence: 99%

Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy

Lee

2023

Computer Assisted Learning

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Background Implementing English medium instruction (EMI) has become a proliferating measure in higher education to embrace globalization. Nevertheless, university students reported various challenges in taking EMI courses. Objectives This study investigated the effect of the computer‐mediated terminology pretraining on university students' EMI success, regarding their efficacy in taking EMI courses, self‐directed learning (SDL), and EMI performance. Methods Participants were 86 university students enrolled in two EMI educational psychology courses. Students in the experimental group were assigned computer‐mediated terminology pretraining tasks for 13 consecutive weeks, while those in the control group did not receive the pretraining assignment. Both groups were taught using the problem‐based learning (PBL) pedagogy with a computer‐mediated structured whiteboard. Results and Conclusion The study findings showed that the computer‐mediated terminology pretraining enhanced learners' response efficacy. Both groups increased their SDL under the PBL pedagogy. Besides, multigroup comparison results demonstrated that efficacy in EMI positively predicted SDL, which was related to better EMI performance in the experimental group but not in the control group. Notably, students conducting computer‐mediated terminology pretraining remitted the influence of English ability on their EMI performance. Major Takeaways from the Study Implications for instruction were made to use the combined strategy of the computer‐mediated terminology pretraining and PBL in EMI courses to facilitate university students' efficacy in taking EMI courses, self‐directed learning behaviours, and EMI performance.

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Section: Literature Reviewmentioning

confidence: 99%

Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy

Lee

2023

Computer Assisted Learning

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“…Collaborative activities where group members attempt to collectively record and build knowledge will help to deepen their understanding of course concepts and improve retention. This occurs because students can share the burden of recording information, which can free cognitive resources to make deeper connections with the content (Costley & Fanguy, 2021). Collaborative note-taking from this perspective is situational.…”

Section: Pedagogical Recommendationsmentioning

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

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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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“…Working memory capacity and time constraints are important factors in cognitive load. Costley & Fanguy (2021) discuss the limited capacity of working memory and the three types of cognitive load imposed on it: extraneous, germane, and intrinsic. These references emphasize that collaboration work can increase the cognitive load by imposing extraneous and germane cognitive load, especially when there are multiple novel and interacting information elements to be processed simultaneously (Klepsch & Seufert., 2020;Costley & Fanguy, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Costley & Fanguy (2021) discuss the limited capacity of working memory and the three types of cognitive load imposed on it: extraneous, germane, and intrinsic. These references emphasize that collaboration work can increase the cognitive load by imposing extraneous and germane cognitive load, especially when there are multiple novel and interacting information elements to be processed simultaneously (Klepsch & Seufert., 2020;Costley & Fanguy, 2021). Digital platforms can help reduce the extraneous load by providing a more organized and structured learning environment (Skulmowski & Xu., 2021).…”

Section: Introductionmentioning

confidence: 99%

The Potency of Google Sites to Enhance Students Performance in Research Skills

Sagita,

Rahmat,

Priyandoko

et al. 2023

Pedagonal : Jurnal Ilmiah Pendidikan

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This study aimed to determine high school students' perceptions of using Google Sites while improving research skills. How do students feel about using Google Sites for research learning regarding utility, ease of use, attitude, and intention to use? This article takes the initiative to explore the potential of the Google site to help students develop and retain research skills in planning, preparing, and writing research methods among senior high school students, especially related to finding information skills. The research used a descriptive qualitative approach, and the research subjects were 125 students of class XI and three Biology teachers who carried out research-based learning activities. In this study, a questionnaire survey was employed using a 5-point Likert scale, including perceived usefulness, perceived ease of use, attitude, and intention to use. The survey is in a Google form and shared via WhatsApp. According to the results of the study, Google Sites helped improve the abilities of students in research skills, especially in finding information from reliable sources. The collaboration between teachers and students in exploring this user-friendly platform fosters an environment of enthusiasm and confidence, paving the way for an enriched educational journey empowered by technology

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

Cited by 7 publications

References 52 publications

Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy

Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy

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

The Potency of Google Sites to Enhance Students Performance in Research Skills

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