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 language | English |
|---|---|
| Pages (from-to) | 111-121 |
| Number of pages | 11 |
| Journal | Journal of Educational Research |
| Volume | 109 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2016 Mar 3 |
Keywords
- Coediting
- Google Docs
- elementary students
- note taking
- questioning strategy
ASJC Scopus subject areas
- Education