How Note-Taking Instruction Changes Student's Reflections upon Their Learning Activity during a Blended Learning Course

Autor/inn/en	Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh
Titel	How Note-Taking Instruction Changes Student's Reflections upon Their Learning Activity during a Blended Learning Course
Quelle	In: Electronic Journal of e-Learning, 15 (2017) 3, S.200-210 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Self Efficacy; Self Evaluation (Individuals); Notetaking; Emotional Response; Blended Learning; Educational Technology; Technology Uses in Education; Student Characteristics; Student Surveys; Scores; Program Effectiveness; Cognitive Development; Correlation; Foreign Countries; Personality Traits; College Students; Teaching Methods; Student Attitudes; Factor Analysis; Japan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Emotionales Verhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Kognitive Entwicklung; Korrelation; Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Faktorenanalyse
Abstract	The metrics of self-efficacy and self-assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during the course, using the metrics mentioned above, and their emotional and cognitive changes were evaluated. The number of valid participants was 54. Scores of metrics between the two surveys were compared. Though most scores for self-efficacy and self-assessment decreased, this suggests that participants recognised their actual learning situation well. The relationship between the metrics and student's characteristics was examined. To illustrate participant's emotional and cognitive changes, causal analysis was introduced. The relationships between scores for self-efficacy and self evaluation in the two surveys were analysed and compared. Also, the impact of improvements in note-taking skills on changes in self-efficacy and self-evaluation were examined using causal analyses. These results show that note-taking activities significantly stimulated the level of self-efficacy and self-assessment when the lecturer's instructions were able to improve note-taking skills factor scores during the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01