Note-taking has been found to be an effective learning activity, though it is unclear why this may be. One hypothesis we are pursuing is that note-taking requires students to actively coordinate multiple versions of the same material. Previous research has found that simultaneously coordinating multiple sources facilitates learning (Wiley 2001). Note-taking often involves the creation of a separate representation of the learning material, which remains available for review while the student is learning new material. This availability of multiple sources may be responsible for positive learning outcomes. If this is the case, then note-taking methods such as highlighting, which does not produce a separate copy of the learning materials, should not produce similar learning results. This is a self-explanation hypothesis of note-taking.
The study described here will compare two forms of note-taking, copy-paste and highlighting. They share a similar selection-based interaction. In both conditions, to record a note students select the important material with the cursor. In the copy-paste condition, students then copy the selection to a notepad. In the highlighting condition, students highlight the note, which changes its background. Notes are thus not available in subsequent pages.
Note-taking: The act of recording ideas from learning material, either by marking up the learning material directly or creating a separate sheet of “notes.”
Select/ion: This term is used in the context of this study to identify the behavior of using the mouse and cursor to actively highlight a portion of digital text. Selection is first step for several online note-taking techniques, including copy-paste and annotation.
Copy-Paste: This is the act of selecting material, copying it to the computer clipboard (via a keyboard shortcut or menu), and then pasting it into students’ notes.
Highlighting: The act of creating a lasting distinction between the selected text and the main content. For example, through creating a yellow background or underlining the text.
Does note-taking promote learning due to the creation of an always available copy-of the learning material?
Note-taking research has shown that the process of taking notes can have a positive impact on long-term retention. Our preliminary studies have provided strong evidence that the features included in online note-taking applications impact how students take notes. We have also found that these differences can affect learning in several ways. These differences provide an opportunity to learn more about note-taking. Our main research question regards how and when note-taking increases long-term retention. By addressing this question, we have the opportunity to develop note-taking applications that encourage active processing and retention.
There is extensive research on note-taking in both the educational psychology and educational technology fields. About half of note-taking studies have shown the process of note-taking to be beneficial to learning. Three-fourths of studies find that notes are a valuable resource when they can be reviewed (Kiewra, 1991). The cause of note-taking benefits is unclear, however. It has been attributed to rewording or summarizing, but experimental results are equivocal.
Note-taking technology provides new ways of studying note-taking, and provides investigators with more control over the note-taking process. This gives us the opportunity to study note-taking in further depth, perhaps elucidating the circumstances in which note-taking is beneficial. Unfortunately, few researchers have taken advantage of this opportunity. Most note-taking technology is developed to simply mimic paper-based practices, or provide new ways of taking notes.
These new devices have been shown to change the way students take notes, reinforcing the need to study how note-taking practices affect learning, if at all. Our investigations our a first step in doing so.
Note-Quantity: The total number of ideas students place in their notes is captured, as well as the number of words used to express those ideas.
Note-Wording: How students word their notes is recorded. Each ideas is either recorded Verbatim, Abbreviated, or in students Own words.
Completion Time: The time students take to complete the learning material is recorded.
Experience: After taking the final test, students are given a survey which solicits their reaction to the tool they used. They are asked to identify their most and least favorite features of the tools, and how they believe the tool affected their note-taking behavior.
Note: all tests include both multiple choice and free response questions. The multiple choice questions all involve solving problems (for example, given a response structure, which variables are direct causes of an effect, or which interact to produce an effect). In addition, some free response questions ask students to explain terminology used in the module.
Normal Learning, immediate: Students are given a test immediately after studying the material.
Long-Term Retention, Normal Learning: Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.
Normal Learning, review: After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.
Paste: Students can only create notes by copy-pasting material from the learning content to their notepad. Students can select as much material as they like in any single pasting action.
Highlighting: Students can create notes by actively highlighting course material. These highlights are seen with differently colored backgrounds, as would be the case with a physical highlighter.
SAT Score: All students are asked to provide their SAT scores, as in previous studies SAT-Math was found to be an important covariate.
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.
Note-taking benefits students because it allows them to simultaneously coordinate two representations of the same material, the fixed one created by the content author, and their own set of notes.
If coordination is an important factor in note-taking, the highlighting tool should perform worse on learning outcomes than the copy-paste tool, as it does not involve the creation of a separate set of notes.
None at this time
Wiley, J. (2001) Supporting understanding through task and browser design. Proceedings of the Twenty-third annual Conference of the Cognitive Science Society, (pp. 1136-1143). Hillsdale, NJ: Erlbaum.