Expanding Inclusivity with Learner-Generated Study Aids in Three Different Science Courses

Abstract

Note taking is a seemingly simple study strategy, yet as a source of learner-generated content its perceived effectiveness varies across subjects and from student to student, as not all students are able to create high-quality notes without guidance. While often advocated by the instructors, the use of notes as exam aids (whether used in open-books exams or not) is a pedagogical practice that has invited some controversy, but there are studies that justify the use of student-created reminder sheets by acknowledging that students must review the material in order to organize and create their study aids. Preparing for exams by actively developing formula sheets or other study aids assists students in studying, even if they are not consciously aware they are studying. We would like to suggest that modeling the process of creating successful study aids from class notes is an inclusive practice that leads to improved outcomes in low-performing students and increases their agency. Creating scaffolds for note taking, whether through sharing examples or prompting synthesis of information, allows for higher-quality note taking across all learners. We provide examples from three separate courses in which the instructors took this approach in widely different ways, and we offer a set of best practices for other instructors interested in using these resources in their own courses.

Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices

“…An essential part of TA training should be making them aware of the diversity of student population and the need for inclusive teaching practices (Bustos-Works et al, 2022;Piontkivska et al, 2021). In the area of problem solving and metacognitive scaffolding, such awareness translates to recognising a level of student preparedness, their attitudes, and signs of either requiring additional support or progressing towards competence and independence.…”

Use of a One-Page Reference Guide in On-Campus Timed Exams: Reflections and Assessment of Its Impact on Students in a Post-Open-Book World

“…To prepare student-facing resources on the OPRG, existing literature and open-note exam guides were reviewed and used to write a “one-page guide to preparing a one-page reference guide”, as well as an infographic and short presentation. − These resources were embedded into start of term inductions, and then publicised toward the end of term and the start of the exam period itself, to set student expectations (see Supporting Information for copies of these resources). Because the resources emphasized the personal creation of an OPRG, a wide range of styles were observed, with use of color, mind-maps, lists, and other common note-taking techniques (Figure ).…”

“…This was one of the key motivations for implementing the OPRG, as the recommended preparative process of repeatedly condensing down lecture notes is a widely used and effective revision technique . Significant cognitive benefits have been reported for students who prepared similar condensed notes this way, even when not used in exams . Students were informed of these benefits in the OPRG guidance, and it seems that many recognized them in their own practice.…”

“…Students explicitly recognized the benefits of moving away from memorization, reporting spending more time preparing for higher-order cognitive tasks, and Yuriev also observed similar effects in open-note assessment in chemistry . Most recently, Gallardo-Williams reported on three comparative studies on student note generation as an inclusive practice, providing structured study and reducing the attainment gap for low-performing students even when notes were not allowed into exam halls themselves …”

Perils and promise of online exams

“…As part of the redevelopment of exams for online delivery, we reduced memorization requirements — a change that we plan to retain even if in-person exams return. Students are now encouraged to create their own notes to refer to during their exam, because the preparation of those notes may have a positive learning effect, and knowing that they will be available can reduce stress 4 . Well-designed, open exams can improve learning outcomes because students employ approaches focused on understanding the meaning of the content in preparing for assessment when they know that their higher-order skills will be tested 5 .…”