TY - JOUR

T1 - Individual versus collaborative note-taking

T2 - Results of a quasi-experimental study on student note completeness, test performance, and academic writing

AU - Courtney, M.

AU - Costley, J.

AU - Baldwin, M.

AU - Lee, K.

AU - Fanguy, M.

PY - 2022/10/31

Y1 - 2022/10/31

N2 - There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.

AB - There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.

KW - Note-taking

KW - Collaborative learning

KW - Collaboration

KW - Korea

KW - Academic writing

U2 - 10.1016/j.iheduc.2022.100873

DO - 10.1016/j.iheduc.2022.100873

M3 - Journal article

VL - 55

JO - Internet and Higher Education

JF - Internet and Higher Education

SN - 1096-7516

M1 - 100873

ER -