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• W64817254 abstract "The present study investigated the effects of notetaking-plus-review on learning during computer-delivered instruction when traditional pencil and paper and an on-line notepad were used to record notes. The purpose of this study was to expand the knowledge base used by educators, researchers, and designers for incorporating notetaking strategies into computer-delivered instruction.After a two hour training session, one hundred and twelve junior and senior computer and information science majors from a southern Minnesota university were assigned to one of seven treatments. Each group was required to view one AS/400 minicomputer on-line tutorial module per week for four weeks. The groups included: (1) a control group; (2) three pencil and paper notetaking groups who took either paraphrased, verbatim or notes using their typical notetaking style; (3) three on-line notetaking groups who took either paraphrased, verbatim or notes using their typical notetaking style.Each subject's notes were examined weekly to determine the number of tutorial idea units as well as which tutorial idea units were recorded in the notes. Prior to the post-test administered at the end of the study, each participant, except the control group, had their notes returned and had an opportunity to review them. Each post-test was evaluated using three methods. First, the number of correctly answered questions was recorded. Second, the correctly answered questions which had corresponding idea unit(s) recorded in the subject's notes were identified. Last, the number of correctly answered factual- and synthesis-type questions were noted.Three conclusions were drawn from this study. First, taking notes on-line promoted greater success on post-tests, particularly on factual-type questions, than taking no notes. Second, paraphrasing notes, which some researchers suggest promote deeper processing of information, did not enhance retention in this study. Third, subjects who took verbatim notes were better overall at recalling the contents of their notes as indicated by their recall score. Included are recommendations for instructional designers, researchers, and educators for implementing notetaking strategies which may promote more efficient learning during computer-delivered instruction." @default.
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• W64817254 modified "2023-09-23" @default.
• W64817254 title "A comparison of on-line and traditional paper and pencil notetaking methods during computer-delivered instruction" @default.
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