Online Note Taking and Metacognitive Awareness: Effects of Online Note-Taking Forms and Metacognitive Awareness on Online Reading and Note-Taking Behavior

• In Event: Roundtable Session 67
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG Roundtable 2: Issues in Technology, Instruction, Cognition, and Learning

Abstract

Online notetaking has been recognized as a potential tool for facilitating learning in online learning environments. This study examined how a guided online notetaking form influenced learners’ performance on achievement, note quantity, and note quality and also investigated the interaction between metacognitive awareness and online notetaking forms with respect to notetaking behaviors and achievement.

The results indicated that a guided note form is more effective than a free note form in relation to posttest scores, compactness of notes, and note scores. These results support the findings of previous studies indicating that typing notes yielded higher performance achievement than copying-and-pasting notes. It also indicated that copying-and-pasting was the most common method of notetaking while reading the online text.

Authors

• Hyun Suk Kim Chung, Shingu College

• Kathy L. Schuh, University of Iowa