Note Taking Activities in E-Learning Environments (Behaviormetrics: Quantitative Approaches to Human Behavior, 11)

✍ Scribed by Minoru Nakayama (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 140
• Category: Library

✦ Synopsis

The main focus of this book is presenting practical procedures for improving learning effectiveness using note taking activities during e-learning courses.

Although presentation of e-learning activities recently has been spreading to various education sectors, some practical problems have been discussed such as evaluation of learning performance and encouragement of students. The authors introduce note taking activity as a conventional learning tool in order to promote individual learning activity and learning efficacy. The effectiveness of note taking has been measured in practical teaching in a Japanese university using techniques of learning analytics, and the results are shown here.

The relationships between note taking activity and students’ characteristics, the possibility of predicting the final learning performance using metrics of students’ note taking, and the effectiveness for individual emotional learning factors are evaluated. Some differences between blended learning and fully online learning courses are also discussed. The authors provide novel analytical procedures and ideas to manage e-learning courses. In particular, the assessment of note taking activity may help to track individual learning progress and to encourage learning motivation.

✦ Table of Contents

Preface
Contents
Evaluation of Student's Notes in a Blended Learning Course
1 Introduction
2 Method
2.1 Blended Learning Courses
2.2 Note-Taking Assessment
2.3 Characteristics of Students
2.4 Text Analysis of the Notes Taken
3 Results
3.1 Note-Taking Assessment
3.2 Features of Notes
4 Discussion
5 Conclusion
References
Impact of Learner's Characteristics and Learning Behaviour on Learning Performance During a Fully Online Course
1 Introduction
2 Background
2.1 Obstacles to Online Learning
2.2 Learner Characteristics
2.3 Note-Taking Behaviour
3 Method
3.1 Characteristics of Students
3.2 Metrics of Learning Behaviour
3.3 Note-Taking Assessment
3.4 Causal Analysis
4 Results
4.1 Note-Taking Behavioural Factors
4.2 Note-Taking Assessment
4.3 Effectiveness of Student's Characteristics for Note-Taking Assessment
4.4 Effectiveness of Note-Taking
4.5 Impact of Student's Characteristics on Note-Taking Behaviour Using Causal Analysis
4.6 Impact of Note-Taking Behaviour on Note Assessments and Test Scores
4.7 Unified Model
5 Discussion
References
Lexical Analysis of Students' Learning Activities During the Giving of Instructions for Note-Taking in a Blended Learning Environment
1 Introduction
2 Method
2.1 Courses
2.2 Note-Taking Instructions
2.3 Characteristics of Students
2.4 Contents of Notes Taken
3 Results
3.1 Relationship Between Word Ratio and Coverage
3.2 Comparison of Adjacency Matrices
3.3 Relationship Between Term Ratio and Distances of Adjacency Matrices
3.4 Causal Relationship Between Learning Performance and Students' characteristics
4 Conclusion
References
Note-Taking Evaluation Using Network Illustrations Based on Term Co-occurrence in a Blended Learning Environment
1 Introduction
2 Method
2.1 Blended Learning Courses
2.2 Contents of Notes Taken
2.3 Text Analysis of Notes Taken
3 Results
3.1 Comparison of Graphs of Note-Descriptions
3.2 Two Metrics of Distance Between Two Graphs
4 Discussion
5 Conclusion
References
Effectiveness of Students' Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning
1 Introduction
2 Related Works
2.1 Note-Taking
2.2 Effectiveness of Learning Environment
3 Method
3.1 Cohorts of Online Learning Courses
3.2 Characteristics of Participants
3.3 Note-Taking Assessment
3.4 Causal Analysis
4 Results
4.1 Note-Taking Assessment
4.2 Confirmatory Factor Analysis of Note-Taking Skills
4.3 Comparison of Factors Between Courses
4.4 Causal Analysis of Note-Taking Activity Between Blended and Fully Online Courses
4.5 Features of Contents of Notes Taken
4.6 Relationships Between Final Exams and Note-Taking Activity
4.7 Causal Analysis of Note-Taking Activities
5 Discussion
6 Conclusion
References
The Possibility of Predicting Learning Performance Using Features of Note-Taking Activities and Instructions in a Blended Learning Environment
1 Introduction
2 Method
2.1 Blended Learning Courses
2.2 Note-Taking Instructions
2.3 Characteristics of Participants
2.4 Evaluations of Note Contents
3 Results
3.1 Note-Taking Activities
3.2 Multiple Regression Analysis
3.3 Possibility of Prediction of Final Exams Scores
4 Discussion
5 Conclusion
References
Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course
1 Introduction
2 Method
2.1 Blended Learning Course as a Survey Course
2.2 Characteristics of Students
2.3 Participant's Reflections Upon Learning Activity
2.4 Lexical Comparison of Lecturer's Presentations and Student's Notes
2.5 Causal Relationships Analysis Across the Indices
3 Results
3.1 Responses of Participant's Self Reflection
3.2 Causal Relationships Across the Indices
3.3 Note Taking Activity
3.4 Relationship Between Note-Taking Activities and Student's Self Reflection
4 Discussion
5 Conclusion
References
How Note-Taking Instruction Changes Student's Reflections Upon Their Learning Activity During a Blended Learning Course
1 Introduction
2 Method
2.1 Blended Learning Course
2.2 Student's Characteristics
2.3 Participant's Reflections
3 Results
3.1 Factors of Self-Efficacy
3.2 Changes in Participant's Reflections
3.3 Development of Note-Taking Skills
3.4 Causal Relationships Among Metrics
3.5 Causal Relationships Across Changes in Survey Metrics
4 Discussion
5 Conclusion
References