Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students

Chiung-Hui Chiu, Hsiao Wei Cheng, Chiu Yi Wu

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.

Original languageEnglish
Pages (from-to)111-121
Number of pages11
JournalJournal of Educational Research
Volume109
Issue number2
DOIs
Publication statusPublished - 2016 Mar 3

Fingerprint

elementary school
Group
student
achievement test
school grade
learning
performance

Keywords

  • Coediting
  • Google Docs
  • elementary students
  • note taking
  • questioning strategy

ASJC Scopus subject areas

  • Education

Cite this

Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students. / Chiu, Chiung-Hui; Cheng, Hsiao Wei; Wu, Chiu Yi.

In: Journal of Educational Research, Vol. 109, No. 2, 03.03.2016, p. 111-121.

Research output: Contribution to journalArticle

@article{c72b8a07f10c4a9da249544e137ab320,
title = "Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students",
abstract = "The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.",
keywords = "Coediting, Google Docs, elementary students, note taking, questioning strategy",
author = "Chiung-Hui Chiu and Cheng, {Hsiao Wei} and Wu, {Chiu Yi}",
year = "2016",
month = "3",
day = "3",
doi = "10.1080/00220671.2014.924471",
language = "English",
volume = "109",
pages = "111--121",
journal = "Journal of Educational Research",
issn = "0022-0671",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students

AU - Chiu, Chiung-Hui

AU - Cheng, Hsiao Wei

AU - Wu, Chiu Yi

PY - 2016/3/3

Y1 - 2016/3/3

N2 - The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.

AB - The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.

KW - Coediting

KW - Google Docs

KW - elementary students

KW - note taking

KW - questioning strategy

UR - http://www.scopus.com/inward/record.url?scp=84955062119&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84955062119&partnerID=8YFLogxK

U2 - 10.1080/00220671.2014.924471

DO - 10.1080/00220671.2014.924471

M3 - Article

AN - SCOPUS:84955062119

VL - 109

SP - 111

EP - 121

JO - Journal of Educational Research

JF - Journal of Educational Research

SN - 0022-0671

IS - 2

ER -