Shared note-taking using electronic enhanced guided notes: Peer-review activity, performance, and self-regulated learning skills

Harry Budi Santoso, Oenardi Lawanto

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Title of host publication2013 Frontiers in Education Conference
Subtitle of host publicationEnergizing the Future, FIE 2013 - Proceedings
Pages960-965
Number of pages6
DOIs
Publication statusPublished - 1 Dec 2013
Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
Duration: 23 Oct 201326 Oct 2013

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Conference

Conference43rd IEEE Annual Frontiers in Education Conference, FIE 2013
CountryUnited States
CityOklahoma City, OK
Period23/10/1326/10/13

Keywords

  • Electric circuit concepts
  • Enhanced guided notes
  • Self-regulated learning
  • Shared note-taking

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