The Effects of Collaborative Note-Taking in Flipped Learning Contexts

Journal of Language and Education, 2019, 5(4), 25-35. doi: 10.17323/jle.2019.9726

11 Pages Posted: 16 Jan 2020

See all articles by Matthew P. Baldwin

Matthew P. Baldwin

Korea Advanced Institute of Science and Technology (KAIST)

Mik Fanguy

Korea Advanced Institute of Science and Technology (KAIST)

Jamie H. Costley

Ton Duc Thang University

Date Written: December 20, 2019

Abstract

While the benefits of shared note-taking during live lectures have been studied, the effects of shared note-taking in e-learning environments merit examination since such courses often feature asynchronous video lectures, allowing students to work together to construct notes over longer periods of time. A study (n=92) was conducted in the context of a flipped scientific writing course at a Korean university to investigate the effects of collaborative online note-taking on student learning. Students in the course were divided into two groups: members of the control were simply directed to view course videos and take notes individually, and members of the experimental group were asked to take collaborative notes in a shared online document. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. However, significantly higher scores on related online quizzes and individual writing assignments were found in groups who took notes actively and for individuals who were major contributors to the group notes.

Keywords: Flipped classroom; online learning; collaborative note-taking; asynchronous instruction; online lecture videos

Suggested Citation

Baldwin, Matthew P. and Fanguy, Mik and Costley, Jamie H., The Effects of Collaborative Note-Taking in Flipped Learning Contexts (December 20, 2019). Journal of Language and Education, 2019, 5(4), 25-35. doi: 10.17323/jle.2019.9726, Available at SSRN: https://ssrn.com/abstract=3511768

Matthew P. Baldwin

Korea Advanced Institute of Science and Technology (KAIST) ( email )

Korea, Republic of (South Korea)

Mik Fanguy (Contact Author)

Korea Advanced Institute of Science and Technology (KAIST) ( email )

373-1 Kusong-dong
Yuson-gu
Taejon 305-701, 130-722
Korea, Republic of (South Korea)

Jamie H. Costley

Ton Duc Thang University ( email )

19 Nguyen Huu Tho
District 7
Ho Chi Minh City, Ho Chi Minh 0848
Vietnam

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