How Collaboration Influences the Effect of Note-Taking on Writing Performance and Recall of Contents

Autor/inn/en	Fanguy, Mik; Baldwin, Matthew; Shmeleva, Evgeniia; Lee, Kyungmee; Costley, Jamie
Titel	How Collaboration Influences the Effect of Note-Taking on Writing Performance and Recall of Contents
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4057-4071 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fanguy, Mik) ORCID (Baldwin, Matthew) ORCID (Shmeleva, Evgeniia) ORCID (Lee, Kyungmee) ORCID (Costley, Jamie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1950772
Schlagwörter	Collaborative Writing; Notetaking; Writing Achievement; Recall (Psychology); Higher Education; College Students; Writing Tests + Suchen Sie Ihr Suchwort? Abberufung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Writing test; Schreibtest
Abstract	Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason, the present study (n = 189) compares the learning performances of students in a collaborative note-taking condition to those of students in an individual note-taking condition. The students were compared in regards to their retention of information and their performance on academic writing. The study found that students from the collaborative note-taking group performed better on measures of retention, while the individual note-taking group performed better on measures of academic writing. These results suggest that while the collaborative processes of group note-taking lead students to retain more information, these processes do not lead to better performance in academic writing. The present study fills a gap in the research by showing how the effectiveness of collaborative note-taking might depend on the learning context or on the desired result of the class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01