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ERIC Number: EJ1095808
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
Applying Questioning or Reading Strategy to Review Technology Enhanced Coedited Notes of Elementary School Students
Chiu, Chiung-Hui; Cheng, Hsiao-Wei; Wu, Chiu-Yi
Journal of Educational Research, v109 n2 p111-121 2016
The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan