TY - JOUR
T1 - Integrating reviewing strategies into shared electronic note-taking
T2 - Questioning, summarizing and note reading
AU - Chiu, Chiung Hui
AU - Wu, Chiu Yi
AU - Cheng, Hsiao Wei
N1 - Funding Information:
This research was supported by the National Science Council, Taiwan (R.O.C.) under Grant No. NSC 98-2628-S-003-002-MY3 .
PY - 2013
Y1 - 2013
N2 - This study compared the effects of reviewing strategies in shared electronic note-taking activities, including questioning, summarizing, and note reading, on elementary school student note-taking quality and achievement. A non-equivalent pre- and post-test design was adopted. The participants were 188 sixth grade Taiwanese students in six computing classes. Through random assignment, two classes were assigned to the shared note-taking with questioning condition (SN-SQ), two classes to the shared note-taking with summarizing condition (SN-SS), and two classes to the shared note-taking with note reading condition (SN-SR). Students in each condition were arranged into same-sex dyads. The members of a dyad were assigned to separate computers, seated side-by-side, and required to collaborate with one another on a shared note-taking with reviewing task. The results revealed that the SN-SS students' notes contained more facts and concepts than the SN-SR students', and the SN-SS students achieved better grades on the unit quizzes and overall assessment two weeks later than those in the SN-SR condition.
AB - This study compared the effects of reviewing strategies in shared electronic note-taking activities, including questioning, summarizing, and note reading, on elementary school student note-taking quality and achievement. A non-equivalent pre- and post-test design was adopted. The participants were 188 sixth grade Taiwanese students in six computing classes. Through random assignment, two classes were assigned to the shared note-taking with questioning condition (SN-SQ), two classes to the shared note-taking with summarizing condition (SN-SS), and two classes to the shared note-taking with note reading condition (SN-SR). Students in each condition were arranged into same-sex dyads. The members of a dyad were assigned to separate computers, seated side-by-side, and required to collaborate with one another on a shared note-taking with reviewing task. The results revealed that the SN-SS students' notes contained more facts and concepts than the SN-SR students', and the SN-SS students achieved better grades on the unit quizzes and overall assessment two weeks later than those in the SN-SR condition.
KW - Cooperative/collaborative learning
KW - Elementary education
KW - Improving classroom teaching
KW - Interactive learning environments
KW - Teaching/learning strategies
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U2 - 10.1016/j.compedu.2013.04.015
DO - 10.1016/j.compedu.2013.04.015
M3 - Article
AN - SCOPUS:84877347050
SN - 0360-1315
VL - 67
SP - 229
EP - 238
JO - Computers and Education
JF - Computers and Education
ER -