Exploring Differences in Students' Copy-and-Paste Decision Making and Processing: A Mixed-Methods Study.

Abstract

This mixed-methods study examined cognitive correlates and learning outcomes related to the use of copy and paste (CP). Quantitative results indicated that college students whose CP capability was restricted to a small amount of text as they entered information into a matrix-like tool recalled more facts, recognized more concepts, and inferred more relationships among information from text than students for whom copying and pasting into the matrix was unrestricted. Then, 24 interviews revealed depth of processing and decision-making differences that may account for the discrepancies in learning between the restricted and unrestricted groups. This study suggests that both individuals' differing habits and experimentally induced variations in CP note-taking approaches may have significant differential consequences for cognitive processes and for learning.

Metacognitive scaffolding in an innovative learning arrangement

“…The number of different topics about the country covered was an indication of the richness of the paper (Janssen 2008). The percentage of self-formulated text was an indication of the amount of processing the students had done in relation to the information provided (Igo et al 2005). The students received information given by the inhabitant which was used to determine the level of processing, indicated by the percentage of copying.…”

Studying for success: diaries of students' study behaviours

“…Four categories were subsumed under passive study strategies and included: (1) passive reading or reviewing of materials, (2) highlighting or underlining, (3) rote memorization, and (4) passive ''other'' cluster. The strategies in these clusters primarily target the lower levels of Bloom's (Anderson & Krathwohl, 2001) taxonomy and were more likely to involve a superficial processing of material (Craik & Lockhart, 1972;Igo, Bruning, & McCrudden, 2005).…”

“…These categories targeted upper levels of Bloom's taxonomy. Active categories also involved processing the material at a deeper, semantic level (Craik & Lockhart, 1972;Igo et al, 2005). Examples of strategies falling within each of the clusters can be found in Table 1.…”

Le rôle des copiés-collés dans l’activité de recherche d’information des élèves du secondaire

“…Igo et al (2005) rappellent que, pour l'imprimé, le résumé, la paraphrase ou l'annotation des idées principales sont plus efficaces que la recopie mot à mot. Dans l'environnement numérique, ils montrent que le copiercoller restreint (par un outil informatique obligeant à écrire dans une matrice un nombre limité de mots) entraîne, chez les étudiants, un traitement plus en profondeur de l'information que le copier-coller non restreint, mesuré en terme de volume de restitution des idées contenues dans les documents.…”