Literature suggests that note-taking activity helps students in their learning process and successfully increases performance. Previous studies also have suggested that collaborative learning facilitates students to learn from different views of interpreting information. Although many studies have revealed positive correlations between collaborative learning and student performance, few studies have been conducted to investigate peer-review activity, students' performance, and self-regulated learning skills while engaged in shared note-taking using electronic enhanced guided notes. The main research question of the current study was to investigate how students' review frequency of peers' enhanced guided notes and learning performance reflected on their self-regulated learning skills. With regards to this question, we specifically explored differences among students according to their peer-review activity and performance and how the differences reflected on their self-regulated learning skills. Our findings revealed four groups of students based on those differentiation factors. Data analysis showed that while sixty percent of participants were willing to review their peers' enhanced guided notes regularly, sixty-eight percent of participants performed very well on the exams. Results also suggest that willingness to review peers' guided notes positively correlated with planning and cognitive strategies. Implications of the use of shared note-taking in an engineering classroom will be discussed.