Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
Fanguy M. Costley J. Courtney M. Lee K.
2024Routledge
Interactive Learning Environments
2024#32Issue 83968 - 3982 pp.
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborative behaviors were analyzed: volume of words written, edits of others’ writing, frequency of writing sessions, and turn-taking. Storage was evaluated by measuring the completeness of the notes the groups produced. Given the complex nature of the data, with individuals nested within groups, we used a two-level correlation analysis to identify correlations among variables. Between-person analysis suggested that volume of words, edits of others, and turn-taking behaviors were all positively associated with learning performance. Between-groups analysis suggested that volume of words and frequency of writing sessions were associated with the completeness of group notes. Overall, the results demonstrate meaningful relationships between the frequency of collaborative encoding behaviors and learning outcomes, showing differences in the impact that encoding and storage behaviors have on learner performance and suggesting the effectiveness of collaboration varies depending on variables investigated as well as the level of analysis.
collaboration , CSCL , encoding-storage paradigm , interaction , Note-taking
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School of Digital Humanities and Computational Social Sciences, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, South Korea
College of Education, United Arab Emirates University, Al Ain, United Arab Emirates
Nazarbayev University, Graduate School of Education, Astana, Kazakhstan
Lancaster University, Department of Educational Research, County South, Lancaster, United Kingdom
School of Digital Humanities and Computational Social Sciences
College of Education
Nazarbayev University
Lancaster University
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