Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning
Douglas F. Kauffman, Ruomeng Zhao, Ya-Shu Yang
Contemporary Educational Psychology Volume 36, Number 4, ISSN 0361-476X
This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning environment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 students collected notes from a larger, more ecologically valid set of learning materials using the conventional, outline, or the matrix tool. One half of the students also received prompts designed to encourage self-monitoring. Results of both experiments indicated that the matrix note taking device was a superior tool for collecting information and for achievement. Results of experiment 2 indicated that self-monitoring prompts have a significant positive impact on notes taken and achievement as well. Results are discussed relative to self-regulated learning and perceptual enhancement theories. (Contains 3 tables and 2 figures.)
Kauffman, D.F., Zhao, R. & Yang, Y.S. (2011). Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning. Contemporary Educational Psychology, 36(4), 313-322. Retrieved March 24, 2023 from https://www.learntechlib.org/p/50544/.
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