Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
Courtney M. Costley J. Baldwin M. Lee K. Fanguy M.
October 2022Elsevier Ltd
Internet and Higher Education
2022#55
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.
Academic writing , Collaboration , Collaborative learning , Korea , Note-taking
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Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan
National Research University Higher School of Economics, Institute of Education, Moscow, Russian Federation
School of Digital Humanities and Computational Social Sciences, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, South Korea
Lancaster University, The Department of Educational Research, County South, Lancashire, Lancaster, LA1 4YD, United Kingdom
Graduate School of Education
National Research University Higher School of Economics
School of Digital Humanities and Computational Social Sciences
Lancaster University
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