Note-Taking: Focusing On Quantity - Revision history

Abauer at 18:06, 13 April 2007

2007-04-13T18:06:38Z

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			=== Summary Table ===
			{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
			\| '''PIs''' \|\| Aaron Bauer & Kenneth R. Koedinger
			\|-
			\| '''Other Contributers''' \|\|
			\|-
			\| '''Study Start Date''' \|\| October 1, 2007
			\|-
			\| '''Study End Date''' \|\| November 31, 2007
			\|-
			\| '''Laboratory Study''' \|\|
			\|-
			\| '''LearnLab Course''' \|\| Causal and Statistical Reasoning (OLI)
			\|-
			\| '''Number of Students''' \|\| 60 (expected)
			\|-
			\| '''Total Participant Hours''' \|\| 180 (expected)
			\|-
			\| '''DataShop''' \|\| Not collected. Expected Winter 2007
			\|}
			<br>

	== Abstract ==		== Abstract ==
	Note-taking research often limits the amount of notes students can take, believing that too much note-taking will be detrimental to learning. However, this belief has not been fully validated. Our own work has shown that the tools students use to take notes can affect the amount of notes students record. Specifically, students using a selection-based tool, which allows them to select material and paste it into their notes, record far more notes than students who type. This disinhibition of note-taking behavior provides the opportunity to explore the question of note quantity in greater depth.		Note-taking research often limits the amount of notes students can take, believing that too much note-taking will be detrimental to learning. However, this belief has not been fully validated. Our own work has shown that the tools students use to take notes can affect the amount of notes students record. Specifically, students using a selection-based tool, which allows them to select material and paste it into their notes, record far more notes than students who type. This disinhibition of note-taking behavior provides the opportunity to explore the question of note quantity in greater depth.

Abauer: /* Further Information */

2007-03-29T23:53:13Z

Further Information

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	== Further Information ==		== Further Information ==
	'References'		''References''
	*Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250		#Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250
	*Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32		#Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32
	*Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865		#Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865
	*Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260		#Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260

Abauer: /* Independent Variables */

2007-03-29T23:52:47Z

Independent Variables

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	'''Note-taking Treatment'''		'''Note-taking Treatment'''

	''Unrestricted Interface:'' Students can use the note-taking application to record as many notes as they like.		''Unrestricted Interface:'' Students can use the note-taking application to record as many notes as they like.

Abauer: /* Independent Variables */

2007-03-29T23:52:30Z

Independent Variables

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	== Independent Variables ==		== Independent Variables ==
			[[image:NT-TextEditor.gif]]

			''This is the basic note-taking text-editor. Built in javascript, the editor occupies the lower third of the screen, while the learning materials occupy the top of the screen. The functionality of various manipulations is described below.

			'''Note-taking Treatment'''
			''Unrestricted Interface:'' Students can use the note-taking application to record as many notes as they like.

			''Restricted Interface:'' Students can only record a limited amount of notes using the note-taking application.

	''Read-Only:'' In this condition, students do not take notes, they are only allowed to read the material.		''Read-Only:'' In this condition, students do not take notes, they are only allowed to read the material.
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	''Pretest score:'' Prior to the learning material, students take a pre-test similar to the normal tests described above.		''Pretest score:'' Prior to the learning material, students take a pre-test similar to the normal tests described above.

	''Preferences:'' In the survey, students are asked how they prefer to take notes in their regular student-life.		''Preferences:'' In the survey, students are asked how they prefer to take notes in their regular student-life.

	== Hypotheses ==		== Hypotheses ==

Abauer: /* Descendents */

2007-03-29T23:29:04Z

Descendents

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	== Descendents ==		== Descendents ==
			[[Note-Taking_Technologies\|Note-taking project page]]
	~~None at this time~~

	== Further Information ==		== Further Information ==

Abauer: /* Abstract */

2007-03-29T23:27:17Z

Abstract

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	Note-taking research often limits the amount of notes students can take, believing that too much note-taking will be detrimental to learning. However, this belief has not been fully validated. Our own work has shown that the tools students use to take notes can affect the amount of notes students record. Specifically, students using a selection-based tool, which allows them to select material and paste it into their notes, record far more notes than students who type. This disinhibition of note-taking behavior provides the opportunity to explore the question of note quantity in greater depth.		Note-taking research often limits the amount of notes students can take, believing that too much note-taking will be detrimental to learning. However, this belief has not been fully validated. Our own work has shown that the tools students use to take notes can affect the amount of notes students record. Specifically, students using a selection-based tool, which allows them to select material and paste it into their notes, record far more notes than students who type. This disinhibition of note-taking behavior provides the opportunity to explore the question of note quantity in greater depth.

	The research described here will evaluate how the quantity of notes students can take affects learning. We hypothesize that restricting the number of notes they can record will require students to [[focusing\focus]] on the most critical ideas within the learning material. This will result in a deeper textbase, and increased performance on learning outcomes.		The research described here will evaluate how the quantity of notes students can take affects learning. We hypothesize that restricting the number of notes they can record will require students to [[focusing\focus]] on the most critical ideas within the learning material. This will result in a deeper textbase, and increased performance on learning outcomes.

			For information on the note-taking project see the [[Note-Taking_Technologies\|top-level page.]]

	== Glossary ==		== Glossary ==

Abauer: /* Further Information */

2007-03-28T18:57:13Z

Further Information

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	== Further Information ==		== Further Information ==
	'References'		'References'
			*Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250
	~~[li]~~Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250		*Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32
	-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32		*Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865
	-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865		*Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260
	-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260

Abauer: /* Further Information */

2007-03-28T18:55:45Z

Further Information

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	'References'		'References'

	-Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250		[li]Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250
	-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32		-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32
	-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865		-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865
	-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260		-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260

Abauer: /* Further Information */

2007-03-28T18:55:32Z

Further Information

← Older revision		Revision as of 18:55, 28 March 2007
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	-Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250		-Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250

	-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32		-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32

	-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865		-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865

	-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260		-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260

Abauer: /* Further Information */

2007-03-28T18:55:16Z

Further Information

← Older revision		Revision as of 18:55, 28 March 2007
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	== Further Information ==		== Further Information ==
	'References'		'References'

	-Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250		-Bretzing, B.H., Kulhavy, R.W. "Note-taking and Passage Style", Journal of Educational Psychology 73, 2 (1981) 242-250

	-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32		-Johnson, L.L. Effects of Underlining Textbook Sentences on Passage and Sentence Retention. Reading and Research Instruction 28, 1 (1988), 18-32

	-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865		-Rickards, J.P., August, G.J. (1975) Generative Underlining Strategies in Prose Recall. Journal of Educational Psychology, 67(6), 860-865

	-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260		-Santa, C.M., Abrams, L., Santa, J.L (1979) Effects of Notetaking and Studying on the Retention of Prose. Journal of Reading Behavior, 11(3) 247-260