The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

Costley, Jamie; Courtney, Matthew; Fanguy, Mik

doi:10.1016/j.iheduc.2021.100831

Cited by 11 publications

(6 citation statements)

References 57 publications

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“…The completeness of notes showed a significant positive correlation with group-level learning performance, so that Hypothesis 4 (see p. 104) was supported. This result also supports prior work analyzing data from the present dissertation project that suggests that completeness positively correlates with learning performance (Costley et al, 2022). The finding is also in line with prior work that posited that more complete notes enable students to recall more information and to achieve higher scores on quizzes (Tindale & Winget, 2017), as well as research suggesting that when groups take more complete notes, they achieve higher levels of comprehension (Butson & Thomson, 2014).…”

Section: The Effect Of Storage Quality On Learning Performancesupporting

confidence: 89%

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 Storage Quality On Learning Performancesupporting

confidence: 89%

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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“…Research supports collaborative learning, such as collaborative note-taking, as a way to effectively engage students in classroom learning (Costley et al, 2022;Igel & Urquhart, 2012). For example, during online instruction, the use of chat, breakout rooms, and changing up classroom activities have been shown to increase students' engagement (Palmer et al, 2022;Toney et al, 2021).…”

Section: Comparisons Of Two Teaching Approaches For Online Rdm Instru...mentioning

confidence: 99%

The effect of student engagement strategies in online instruction for data management skills

Zhou

Watts

et al. 2023

Educ Inf Technol

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Evaluating the effectiveness of teaching methods for synchronous online instruction is integral to fostering student engagement and maximizing student learning, particularly in one-time workshops or seminars. Using the lens of social constructivism theory, this study investigated the effect of different approaches of synchronous online instruction on the development of graduate students’ research data management (RDM) skills during the post-pandemic era. One experimental group received teacher-centered instruction primarily via lecture and the second experimental group received student-centered instruction with active learning activities. A one-way ANCOVA was used to compare the post-test RDM scores between one control group and the two experimental groups, while controlling for the impact of their pre-test RDM scores. Both experimental groups who received online RDM instruction scored higher than participants from the control group who received no instruction. Additionally, our results indicated that learners who were exposed to more engaged and collaborative instruction demonstrated higher learning outcomes than students who received teacher-centered instruction. These findings suggest that interactive teaching that actively engages the audience is essential for successful synchronous online learning. Simply transferring a lecture-based approach to online teaching will not result in optimal student engagement and learning. The interactive online instructional strategies used in this study (e.g., collective note-taking, Google Jamboard activities) can be applied to any instructional content to engage learners and enhance student learning.

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“…Li and Mak (2022), students preferred online collaborative learning activities using a digital note-taking app over the traditional face-to-face setting because of the enjoyable social interaction and the instant feedback from the instructor and peers. In courses with an online component, collaboration among students through writing posts on discussion boards or in live chat rooms concerning the contents of lecture videos has been shown to increase their attention spans (e.g., N. Li et al, 2014;Wise & Cui, 2018), eventually improving their learning outcomes and skills (e.g., Costley et al, 2022;I. C. Hung et al, 2018;Kurucay & Inan, 2017;J.…”

Section: Collaboration and Writing Onlinementioning

confidence: 99%

Online collaborative note-taking and discussion forums in flipped learning environments

Fanguy¹,

Costley

Almusharraf³

et al. 2023

AJET

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As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students’ learning. Implications for practice or policy: Incorporating online collaborative learning activities improves performance in flipped courses. Using collaborative forums and collaborative note-taking provide similar benefits. and their implementation will improve the online portion of a flipped class. Flipped classes generally include an online lecture component but should also feature online collaboration as well.

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The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

Cited by 11 publications

References 57 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

The effect of student engagement strategies in online instruction for data management skills

Online collaborative note-taking and discussion forums in flipped learning environments

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