E-notes

Wirth, Michael A.

doi:10.1145/782941.782981

Cited by 10 publications

(2 citation statements)

References 12 publications

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“…The final questions asked students to rate the usefulness, in terms of their learning, of each of a list of possible lecture activities. This list was also drawn from the literature (Mannison et al, 1994;Mukherjee, 2000;Rodrigues & Atchison, 1996;Rosenthal, 1995;Wirth, 2003). The lecture activities were rated on a five-point scale where 1 was not useful and 5 corresponded to the activity being extremely useful.…”

Section: The Studymentioning

confidence: 99%

“…One of the most common modifications to the traditional lecture format has been online availability of lecture notes. In order to reduce the amount of time students spend taking notes and, hence, make time available for more active learning, many academics have advocated making lecture slides available online prior to the lecture (Wirth, 2003). However, concerns have been expressed that online availability of lecture notes promotes lower attendance to the detriment of the students concerned (Hunter & Tetley, 1999;Khan, 1996;Roosenburg, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Learning IT

McGill

Bax

2005

International Journal of Information and Communication Technology Education

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Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

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Section: The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning IT

McGill

Bax

2005

International Journal of Information and Communication Technology Education

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Challenges of Digital Note Taking

Mosleh

Baba

Malek

et al. 2015

Lecture Notes in Electrical Engineering

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Requirements for electronic note taking systems: A field study of note taking in university classrooms

2009

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Note taking is the core activity for students in a classroom. There has been a large amount of research conducted, both from industry and from academia, into facilitating the note-taking process. There is evidence that shows that note taking can be beneficial for the students' educational growth. There are also many available systems for taking notes electronically (e.g. Tablet PCs, PDAs). However, what has not been given as much attention is how these electronic devices affect (or support) the note taking task. In this paper, we study university students' current note taking behavior and the changes caused by the use of electronic systems for this activity. The goal of our work is to identify issues that should be considered when evaluating electronic note taking systems and to formulate requirements for future electronic note-taking systems. Our findings show that while the technological support for writing with pens on electronic surfaces is quite advanced, the task of note taking in the classroom is not well supported. We identify the limitations of typical note taking systems and discuss the implications for the design of future note taking systems. Our work consisted of three parts: a survey of current note-taking practices, an observational study in a classroom environment, and a semester long case study of students using electronic note-taking devices. All of these activities took place at a large 4-year university. We found that the people reacted to note-taking devices very differently and that their current practices were not always well supported. The users all wanted to input information as fast as possible, in the manner they wanted but they were not always able to achieve that. Hardware limitations (i.e. screen size, responsiveness) added to this issue. We also found that the features that are well supported in an electronic medium (i.e. modification, reorganizing, multiple pen colors/styles, handwriting recognition, sharing) were not commonly used or wanted.

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E-notes

Cited by 10 publications

References 12 publications

Learning IT

Learning IT

Challenges of Digital Note Taking

Requirements for electronic note taking systems: A field study of note taking in university classrooms

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