Model-Based Characterization of Text Discourse Content to Evaluate Online Group Collaboration

Adeniran, Adetunji; Masthoff, Judith; Beacham, Nigel

doi:10.1007/978-3-030-23207-8_1

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…This result supports Hypothesis 3a (see p. 104) and suggests that volume is a key driver of storage quality. This result is also in line with prior studies in the literature showing that a larger volume of contribution during collaboration allows learners to generate a greater amount of knowledge on a given subject (Adeniran et al, 2019;Doberstein et al, 2019). Volume and completeness are each considered to be manifestations of the depth of learners' understanding of the learning content when taking notes (Adeniran et al, 2019), so it is reasonable to expect these variables to be correlated.…”

Section: The Effect Of Volume On Storage Qualitysupporting

confidence: 88%

“…This result is also in line with prior studies in the literature showing that a larger volume of contribution during collaboration allows learners to generate a greater amount of knowledge on a given subject (Adeniran et al, 2019;Doberstein et al, 2019). Volume and completeness are each considered to be manifestations of the depth of learners' understanding of the learning content when taking notes (Adeniran et al, 2019), so it is reasonable to expect these variables to be correlated. Explained in the language of the collaborative encoding-storage paradigm, groups are better able to produce high-quality storage when they engage in more productive encoding behaviors, i.e.…”

Section: The Effect Of Volume On Storage Qualitysupporting

confidence: 88%

“…The amount of volume that learners write and the extent to which they represent the concepts from instruction are manifestations of the depth of knowledge learners generate within their notes and the degree of their collaboration in note-taking (Adeniran et al, 2019;Doberstein et al, 2019;Ruhl & Suritsky, 1995). As the notes that learners take represent the storage component of the encoding-storage paradigm, it is necessary to examine how the aforementioned collaborative encoding behaviors affect the quality of the notes.…”

Section: Storage Quality Of the Notesmentioning

confidence: 99%

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Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Fanguy

Costley

Courtney

et al. 2023

Interactive Learning Environments

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Note-taking is a ubiquitous learning strategy that learners employ when attempting to comprehend and remember information shared during lectures.However, the process of note-taking can be cognitively burdensome for learners. Research has shown a number of benefits to collaborative notetaking, including a reduction in the cognitive burden required to take notes, the creation of more comprehensive notes than those typically produced by an individual, and exposure to the varying perspectives from peers. However, research is needed into the effects of various types of collaborative note-taking behaviors on the quality of the notes and on subsequent learning outcomes.Therefore, the present research investigates the effects of collaborative note-taking behaviors of 357 students. To better conceptualize note-taking behaviors and their effects, the present dissertation introduces a theoretical framework called the collaborative encoding-storage paradigm, which extends the existing encoding-storage paradigm commonly used to explain individual note-taking behaviors. In the proposed framework, collaborative note-taking behaviors are viewed as forms of collaborative encoding and the completeness of the notes is viewed as a measure of storage quality. The following collaborative note-taking data were mined from the notes and analyzed: volume of words written, edits of others, writing sessions, and turn-taking. The storage produced by each group was assessed using a rubric to measure the completeness of the notes. Analysis at the level of the individual learner indicated that volume of words, edits of others, and turn-taking behaviors were all positively correlated with learning performance. Analysis at the level of the group indicated that turn-taking was positively correlated with learning ii performance, while edits of others was negatively correlated with learning performance. Further analysis at the group level revealed that volume of words and frequency of writing sessions were positively correlated with the completeness of group notes and that completeness of notes was positively correlated with learning performance.Overall, the results demonstrate meaningful relationships between the frequency of collaborative encoding behaviors and learning outcomes. These results suggest that collaborative encoding and storage have different effects on learning performance and that the effectiveness of collaboration differs according to the variables investigated and the level of analysis. The dissertation concludes with two recommendations for practitioners: 1) to increase recall of information, encouraging students to write more notes is beneficial, but encouraging them to write more frequently is not, and 2) for groups to take higher quality notes, they should be encouraged sustain their contributions to the document but need not interact much with the contributions of their group mates.

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Section: The Effect Of Volume On Storage Qualitysupporting

confidence: 88%

Section: The Effect Of Volume On Storage Qualitysupporting

confidence: 88%

Section: Storage Quality Of the Notesmentioning

confidence: 99%

See 1 more Smart Citation

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Fanguy

Costley

Courtney

et al. 2023

Interactive Learning Environments

View full text Add to dashboard Cite

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“…Interaksi dilakukan dalam bentuk teks. Collaboration Metric Model akan digunakan untuk menganalisa beberapa hal sebagai berikut: sinkronisasi dalam kontribusi, besaran kontribusi, konektivitas kontribusi antar departemen atau users, dan kualitas dari kontribusi yang diberikan [22].…”

Section: Metode Penelitianunclassified

Analisis Penggunaan Sistem Informasi Manajemen Proyek Berbasis Free Open-Source Software (Foss) Pada Perusahaan Berskala Besar Di Kabupaten Bekasi (Studi Kasus: Google Spreadsheet)

Wiradinata

2023

JKTE

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Penggunaan sistem informasi teknologi (ICT) dalam suatu proyek akan sangat membantu kolaborasi dari para stakeholder internal persuahaan tersebut. Free Open-Source Software (FOSS) merupakan sebuah software yang dapat digunakan secara gratis oleh para penggunanya. Penelitian ini akan menganalisa Google Spreadsheet yang merupakan salah satu bentuk FOSS yang diberikan oleh provider Google. PT Intan Prima Kalorindo (Kalorindo), perusahaan manufaktur Heat Exchanger dan Pressure Vessel yang berlokasi di Jalan Tekno Raya B1-F, Kawasan Industri Jababeka III, Cikarang, Kabupaten Bekasi, Jawa Barat, Indonesia, merupakan perusahaan berskala besar. Dalam komunikasi internal di Kalorindo menggunakan Google Spreadsheet untuk beberapa hal sebagai berikut: (1) merencanakan pembelian barang dan jasa; (2) monitoring pembelian barang; (3) monitoring cost control proyek; (4) monitoring jadwal pelaksanaan proyek; dan (5) monitoring keuangan proyek. Penelitian dilakukan dengan pendekatan kualitatif dengan metode sebagai berikut: (1) Studi literatur digunakan sebagai kerangka teori terkait pemanfaatan sistem informasi (Google Spreadsheet) dalam manajemen prooyek; (2) Online ethnography, dan (3) Observasi dilakukan dalam kurun waktu tiga bulan untuk melihat bagaimana interaksi, komunikasi dan kolaborasi yang terjadi dalam pelaksanaan pemanfaatan FOSS. Hasil penelitian ini menunjukan bahwa FOSS dalam hal ini Google Spreadsheet dapat menjadi solusi yang sangat kompetitif dari sisi biaya untuk melakukan interaksi, komunikasi dan kolaborasi secara efektif dan efisien.

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“…Consequently, volume has been regarded in the literature as an important measure of the quality of the notes students take. Research has shown that collaborative note-takers take a larger volume of notes than individual note-takers and tend to perform better on related exams (Kam et al, 2005), and it has been suggested that increased volume in collaborative notes may help students generate more ideas on the topics being focused on (Adeniran et al, 2019;Doberstein et al, 2019). However, more voluminous notes may not always be best, as Mueller and Oppenheimer (2014) also found that increased word counts correlated with reduced learning in cases where notes were written as word-for-word transcriptions of the lectures.…”

Section: Literature Reviewmentioning

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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Model-Based Characterization of Text Discourse Content to Evaluate Online Group Collaboration

Cited by 6 publications

References 15 publications

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Analisis Penggunaan Sistem Informasi Manajemen Proyek Berbasis Free Open-Source Software (Foss) Pada Perusahaan Berskala Besar Di Kabupaten Bekasi (Studi Kasus: Google Spreadsheet)

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

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