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The Effects of Graphic Organizer Completeness and Note-Taking Medium on Computer-Based Learning
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Colliot, Tiphaine; Kiewra, Kenneth A.; Luo, Linlin; Flanigan, Abraham E.; Lu, Junrong; Kennedy, Carrie; Black, Sheldon – Education and Information Technologies, 2022
The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or computer) affect note-taking quantity and quality and affect computer-based learning. College students were presented with a computer-based PowerPoint lesson accompanied by complete, partial, or no…
Descriptors: Instructional Materials, Notetaking, Computer Assisted Instruction, Electronic Learning
Analyzing Collaborative Note-Taking Behaviors and Their Relationship with Student Learning through the Collaborative Encoding-Storage Paradigm
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Mik Fanguy; Jamie Costley; Matthew Courtney; Kyungmee Lee – Interactive Learning Environments, 2024
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the…
Descriptors: Foreign Countries, Graduate Students, Graduate Study, Writing Skills
Improving Learning in Computer-Based Instruction through Questioning and Grouping Strategies
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Niemczyk, Mary; Savenye, Wilhelmina – Journal of Educational Multimedia and Hypermedia, 2010
This study investigated the comparative effects of adjunct questions, student self-generated questions, and note taking on learning from a multimedia database. High school students worked individually or in cooperative dyads on a computer-based multimedia unit using a study guide to answer either adjunct questions, generate self-questions, or take…
Descriptors: Study Guides, Statistical Analysis, Scores, High School Students
Effects of Notetaking Format on Achievement When Studying Electronic Text.
Katayama, Andrew D.; Crooks, Steven M.; Nelson, Charles E. – 1999
Two experiments were conducted to investigate the effects of notetaking on achievement while studying electronic text. In the first experiment, 83 students studied 1 of 3 sets of notes (partial, skeletal, and control) for the effects on posttest performance (on fact, structure, and transfer tests). No differences were found between groups on the…
Descriptors: Academic Achievement, Comparative Analysis, Computer Assisted Instruction, Higher Education
Something New about Notetaking: A Computer-Based Instructional Experiment.
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Armel, Donald – 1995
Little research has been conducted related to the integration of notetaking as an instructional strategy into computer-based instruction (CBI). This report studies the effect of computer-based notetaking on both achievement and instructional completion time. Background information is provided on both CBI and notetaking, and the problem of…
Descriptors: Academic Achievement, Computer Assisted Instruction, Computer Uses in Education, Higher Education
The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time.
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Armel, Donald; Shrock, Sharon A. – Journal of Educational Computing Research, 1996
Investigated the effects and efficiency of mandatory and optional note taking by undergraduate students (n=81) during computer-based instruction. The required note takers entered notes on every screen of the HyperCard lesson; this group scored significantly higher on the post-test and took significantly longer to complete the instruction than did…
Descriptors: Academic Achievement, Computer Assisted Instruction, Higher Education, Hypermedia