As lectures are often provided asynchronously in the form of online videos, students have the ability to view videos at their convenience, and may also pause, rewind, fast-forward, or skip ahead (Costley, Fanguy, Baldwin, & Han, 2018). As with more traditional forms of instruction, many e-learning environments rely on lectures as a means of instruction. Students have come to acknowledge the benefits of online learning, including broader course offerings and greater scheduling flexibility, as well as the ability to control instructional pacing (Parsad, Lewis, & Tice, 2008). Keywords: Flipped classroom online learning collaborative note-taking asynchronous instruction online lecture videos 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. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. 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. 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 notetaking on student learning. E-mail: 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. Costley, Department for Management of Science and Technology Development, Ton Duc Thang University, Ho Chi Minh City, Vietnam. CostleyĬorrespondence concerning this article should be addressed to Jamie H. E-mail: FanguyĬorrespondence concerning this article should be addressed to Mik Fanguy, EFL Department 291 Daehak-ro, Guseong-dong, Yuseong-gu, Daejeon, 34141, South Korea. Baldwin, EFL Department 291 Daehak-ro, Guseong-dong, Yuseong-gu, Daejeon, 34141, South Korea. Korea Advanced Institute of Science and TechnologyĬorrespondence concerning this article should be addressed to Matthew P. The Effects of Collaborative Note-Taking in Flipped Learning Journal of Language and Education, 5(4), 25-35.
The Effects of Collaborative Note-Taking in Flipped Learning Contexts. National Research University Higher School of Economics Journal of Language & Education Volume 5, Issue 4, 2019īaldwin, M.
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.
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.
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