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ERIC Number: EJ939490
Record Type: Journal
Publication Date: 2011-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning
Kauffman, Douglas F.; Zhao, Ruomeng; Yang, Ya-Shu
Contemporary Educational Psychology, v36 n4 p313-322 Oct 2011
This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning environment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 students collected notes from a larger, more ecologically valid set of learning materials using the conventional, outline, or the matrix tool. One half of the students also received prompts designed to encourage self-monitoring. Results of both experiments indicated that the matrix note taking device was a superior tool for collecting information and for achievement. Results of experiment 2 indicated that self-monitoring prompts have a significant positive impact on notes taken and achievement as well. Results are discussed relative to self-regulated learning and perceptual enhancement theories. (Contains 3 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A