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Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Research output: Contribution to Journal/MagazineJournal articlepeer-review

E-pub ahead of print
<mark>Journal publication date</mark>28/03/2023
<mark>Journal</mark>Interactive Learning Environments
Number of pages15
Pages (from-to)1-15
Publication StatusE-pub ahead of print
Early online date28/03/23
<mark>Original language</mark>English


The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborative behaviors were analyzed: volume of words written, edits of others’ writing, frequency of writing sessions, and turn-taking. Storage was evaluated by measuring the completeness of the notes the groups produced. Given the complex nature of the data, with individuals nested within groups, we used a two-level correlation analysis to identify correlations among variables. Between-person analysis suggested that volume of words, edits of others, and turn-taking behaviors were all positively associated with learning performance. Between-groups analysis suggested that volume of words and frequency of writing sessions were associated with the completeness of group notes. Overall, the results demonstrate meaningful relationships between the frequency of collaborative encoding behaviors and learning outcomes, showing differences in the impact that encoding and storage behaviors have on learner performance and suggesting the effectiveness of collaboration varies depending on variables investigated as well as the level of analysis.