Notetaking Instruction Enhances Students’ Science Learning

Lee, Pai-Lin; Wang, Chiao-Li; Hamman, Douglas; Hsiao, Ching-Hsiang; Huang, Chuang-Hua

doi:10.1155/2013/831591

Cited by 5 publications

(6 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The fact that the students who took notes while they read or after they read the text showed the higher of their reading comprehension performance. Our finding that Note taking strategy give good effect on reading comprehension is similar to previous studies conducted by Lee, Wang, Hamman, Hsiao, & Huang (2013) that note-taking is an effective strategy to improve students' learning. In which, the frequency and quality of notetaking are positively correlated with students' academic performance.…”

Section: Post Testsupporting

confidence: 91%

“…In line with White, Lee, Wang, Hamman, Hsiao, & Huang (2013) state that "a lot of scientific studies revels that the students' academic results are improved by the implementation of NTS as teaching or learning strategy. The finding indicates that there is strong relationship between the uses of the NTS with the students' achievement especially in language learning.…”

mentioning

confidence: 88%

See 1 more Smart Citation

Note Taking Strategy: Its effect on Reading Comprehension

Siswanto

2019

jels Untirta

View full text Add to dashboard Cite

The study reports the investigation of the effect of Note Taking strategy on reading comprehension at one of Public Vocational High Schools in Banten. The study employs true experimental design with pretest and posttest control group design. The findings of the data analysis show that experimental group performed better on reading comprehension than control class. It is proven by the value of the mean of experimental class is 8.00. Meanwhile; the mean of control class is 6.95. The value of the group sig is 0.00 < 0.05, so the Null hypothesis is rejected. It indicates that the Note Taking is greatly affected on reading comprehension. Meanwhile, the value of sex sig is 0.096 > 0.05 means that the null hypothesis is accepted. This means that there is not different of male and female who were taught by using Note Taking Strategy and those who were not taught by using Note Taking Strategy on their reading comp0rehension achievement.

show abstract

Section: Post Testsupporting

confidence: 91%

mentioning

confidence: 88%

Note Taking Strategy: Its effect on Reading Comprehension

Siswanto

2019

jels Untirta

View full text Add to dashboard Cite

show abstract

“…Note-taking is a prevalent cognitive learning strategy that allows students to “record, clarify, organize, and comprehend information” ( Bonner and Holliday, 2006 , p. 787; Lee et al, 2013 ). Depending on the quality of the execution, taking notes may support the integration of new information and the construction of a coherent mental representation of the instructional content.…”

Section: Role Of Cognitive Strategies During Learning With Metatutormentioning

confidence: 99%

Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System

et al. 2022

View full text Add to dashboard Cite

Self-regulated learning (SRL) is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems (ITSs), have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students’ SRL while they learn about the human circulatory system. MetaTutor’s architecture and instructional features are designed based on models of SRL, empirical evidence on human and computerized tutoring principles of multimedia learning, Artificial Intelligence (AI) in educational systems for metacognition and SRL, and research on SRL from our team and that of other researchers. We present MetaTutor followed by a synthesis of key research findings on the effectiveness of various versions of the system (e.g., adaptive scaffolding vs. no scaffolding of self-regulatory behavior) on learning outcomes. First, we focus on findings from self-reports, learning outcomes, and multimodal data (e.g., log files, eye tracking, facial expressions of emotion, screen recordings) and their contributions to our understanding of SRL with an ITS. Second, we elaborate on the role of embedded pedagogical agents (PAs) as external regulators designed to scaffold learners’ cognitive and metacognitive SRL strategy use. Third, we highlight and elaborate on the contributions of multimodal data in measuring and understanding the role of cognitive, affective, metacognitive, and motivational (CAMM) processes. Additionally, we unpack some of the challenges these data pose for designing real-time instructional interventions that scaffold SRL. Fourth, we present existing theoretical, methodological, and analytical challenges and briefly discuss lessons learned and open challenges.

show abstract

“…There is growing interest in encouraging students to use better strategies to improve their learning, and ultimately their performance. Recent research highlights the importance of note-taking (Lee et al 2013). Studies have shown Kiewra (2002) that handwritten notes are effective in improving student performance.…”

Section: Relevance To Other Disciplinesmentioning

confidence: 99%

An oscillatory neural network model that demonstrates the benefits of multisensory learning

Rao

2018

Cogn Neurodyn

View full text Add to dashboard Cite

Since the world consists of objects that stimulate multiple senses, it is advantageous for a vertebrate to integrate all the sensory information available. However, the precise mechanisms governing the temporal dynamics of multisensory processing are not well understood. We develop a computational modeling approach to investigate these mechanisms. We present an oscillatory neural network model for multisensory learning based on sparse spatio-temporal encoding. Recently published results in cognitive science show that multisensory integration produces greater and more efficient learning. We apply our computational model to qualitatively replicate these results. We vary learning protocols and system dynamics, and measure the rate at which our model learns to distinguish superposed presentations of multisensory objects. We show that the use of multiple channels accelerates learning and recall by up to 80%. When a sensory channel becomes disabled, the performance degradation is less than that experienced during the presentation of non-congruent stimuli. This research furthers our understanding of fundamental brain processes, paving the way for multiple advances including the building of machines with more human-like capabilities.

show abstract

Notetaking Instruction Enhances Students’ Science Learning

Cited by 5 publications

References 23 publications

Note Taking Strategy: Its effect on Reading Comprehension

Note Taking Strategy: Its effect on Reading Comprehension

Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System

An oscillatory neural network model that demonstrates the benefits of multisensory learning

Contact Info

Product

Resources

About