Welcome to the InfoSci Platform
Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto
Copyright: © 2018 |Pages: 20
ISBN13: 9781522554721|ISBN10: 1522554726|EISBN13: 9781522554738
DOI: 10.4018/978-1-5225-5472-1.ch053
Cite Chapter Cite Chapter

MLA

Nakayama, Minoru, et al. "Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning." Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1049-1068. https://doi.org/10.4018/978-1-5225-5472-1.ch053

APA

Nakayama, M., Mutsuura, K., & Yamamoto, H. (2018). Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 1049-1068). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch053

Chicago

Nakayama, Minoru, Kouichi Mutsuura, and Hiroh Yamamoto. "Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning." In Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1049-1068. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5472-1.ch053

Export Reference

Mendeley
Favorite

Abstract

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note taking activity. The contribution of student's characteristics and styles of learning to note taking activity and learning performance were analyzed, and the relationships between the two types of courses were compared using causal analysis techniques. In addition, lexical analysis of the contents of notes taken was introduced. Features of notes taken, such as the number of terms, the word ratios of student's notes and the degree of coverage of the lecturer's notes were compared. The results of the evaluation of the two types of learning styles were summarized by determining the relationships between student's characteristics and metrics of the contents of notes taken. The metrics were significantly different between the two learning styles. The contributions of students' characteristics to learning performance were also different. These results provide points to consider for the design and organization of the two types of learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.