INDIVIDUAL VERSUS COLLABORATIVE NOTE-TAKING: RESULTS OF A QUASI-EXPERIMENTAL STUDY ON STUDENT NOTE COMPLETENESS, TEST PERFORMANCE, AND ACADEMIC WRITING

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dc.contributor.authorCourtney, Matthew
dc.contributor.authorCostley, Jamie
dc.contributor.authorBaldwin, Matthew
dc.contributor.authorLee, Kyungmee
dc.contributor.authorFanguy, Mik
dc.date.accessioned2023-02-07T07:56:28Z
dc.date.available2023-02-07T07:56:28Z
dc.date.issued2022
dc.description.abstractThere 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.en_US
dc.identifier.citationCourtney, 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.2022.100873en_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/6926
dc.language.isoenen_US
dc.publisherThe Internet and Higher Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Open Accessen_US
dc.subjectNote-takingen_US
dc.subjectCollaborative learningen_US
dc.titleINDIVIDUAL VERSUS COLLABORATIVE NOTE-TAKING: RESULTS OF A QUASI-EXPERIMENTAL STUDY ON STUDENT NOTE COMPLETENESS, TEST PERFORMANCE, AND ACADEMIC WRITINGen_US
dc.typeArticleen_US
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