INDIVIDUAL VERSUS COLLABORATIVE NOTE-TAKING: RESULTS OF A QUASI-EXPERIMENTAL STUDY ON STUDENT NOTE COMPLETENESS, TEST PERFORMANCE, AND ACADEMIC WRITING
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Date
2022
Authors
Courtney, Matthew
Costley, Jamie
Baldwin, Matthew
Lee, Kyungmee
Fanguy, Mik
Journal Title
Journal ISSN
Volume Title
Publisher
The Internet and Higher Education
Abstract
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they
may both work together in an online context. More specifically, there is a gap in the research looking at how
collaborative note-taking and individual note-taking can be compared when considering the quality of the notes
taken, and how note-quality can impact student performance. The present study looks at the online note-taking
behavior and performance of 186 graduate students studying at a Korean university. The results indicate that
students who collaborate perform better than individual note-takers on measures of recall of course content, but
that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings
suggest that note-quality has no effect on collaborative note-takers’ recall of course content, and a slight negative
impact on their writing, while individual note-takers benefit from higher quality notes for both recall and
writing.
Description
Keywords
Type of access: Open Access, Note-taking, Collaborative learning
Citation
Courtney, M., Costley, J., Baldwin, M., Lee, K., & Fanguy, M. (2022). Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. The Internet and Higher Education, 55, 100873. https://doi.org/10.1016/j.iheduc.2022.100873