Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm-Reference-Cited by-同舟云学术

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

Published:2023-03-28 Issue: Volume: Page:1-15
ISSN:1049-4820
Container-title:Interactive Learning Environments
language:en
Short-container-title:Interactive Learning Environments

Author:

Fanguy Mik¹^ORCID,Costley Jamie²^ORCID,Courtney Matthew³,Lee Kyungmee⁴

Affiliation:

1. School of Digital Humanities and Computational Social Sciences, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, South Korea

2. College of Education, United Arab Emirates University, Al Ain, United Arab Emirates

3. Nazarbayev University, Graduate School of Education, Astana, Kazakhstan

4. Lancaster University, The Department of Educational Research, County South, Lancaster, United Kingdom

Publisher

Informa UK Limited

Subject

Computer Science Applications,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2023.2194329

Reference43 articles.

1. Model-Based Characterization of Text Discourse Content to Evaluate Online Group Collaboration

2. Memory for a lecture: Effects of notes, lecture rate, and informational density.

3. Tracking changes in collaborative writing

4. Blau, I. & Caspi, A. (2009). What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using Google Docs. In Proceedings of the Chais Conference on Instructional Technologies Research (Vol. 12, No. 1, pp. 48–55). http://telem-pub.openu.ac.il/users/chais/2009/noon/1_1.pdf

5. Notetaking and depth of processing

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