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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
AU - Fanguy, Mik
AU - Costley, Jamie
AU - Courtney, Matthew
AU - Lee, Kyungmee
PY - 2024/10/31
Y1 - 2024/10/31
N2 - 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.
AB - 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.
KW - collaboration
KW - CSCL
KW - encoding-storage paradigm
KW - interaction
KW - Note-taking
U2 - 10.1080/10494820.2023.2194329
DO - 10.1080/10494820.2023.2194329
M3 - Journal article
AN - SCOPUS:85151917873
VL - 32
SP - 3968
EP - 3982
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 8
ER -