Something New about Notetaking: A Computer-Based Instructional Experiment.

Autor/in	Armel, Donald
Titel	Something New about Notetaking: A Computer-Based Instructional Experiment.
Quelle	(1995), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Computer Assisted Instruction; Computer Uses in Education; Higher Education; Learning Strategies; Notetaking; Programmed Instruction; Undergraduate Students + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; Computernutzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Little research has been conducted related to the integration of notetaking as an instructional strategy into computer-based instruction (CBI). This report studies the effect of computer-based notetaking on both achievement and instructional completion time. Background information is provided on both CBI and notetaking, and the problem of developing effective computer-based instruction is examined. A study was conducted where notetaking was added to computer-based instruction. The strategy involved forced notetaking where students were not allowed to advance instruction until notes had been taken. The purpose of the study was to test the effects on both achievement and time of forced notetaking and optional notetaking when incorporated into CBI. Eighty-one Eastern Illinois University undergraduate novice students participated in the first test, and 53 undergraduate expert students participated in the second test. Students were randomly assigned to one of three groups: forced notetaking, optional notetaking, or a control group with no notetaking. The lesson was an instructional unit on the human heart, accompanied by terminology and comprehension tests. Students were allowed to review their notes before the tests were administered. Software was adapted to collect student responses during evaluation, collect typed notes, and keep track of time spent on the instructional unit. Results showed that achievement of the treatment groups, optional and forced notetakers, was significantly better than that of the control group, non-notetakers. The forced notetaking group performed slightly, yet statistically significantly, better on the posttest than the optional group. (Contains 16 references.) (MAS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01