Examining the effects of note-taking styles on college students’ learning achievement and cognitive load

Authors

  • Yinghui Shi Central China Normal University
  • Huiyun Yang Central China Normal University
  • Zongkai Yang Xidian University
  • Wei Liu Huazhong University of Science and Technology
  • Di Wu Central China Normal University
  • Harrison Hao Yang

DOI:

https://doi.org/10.14742/ajet.6688

Keywords:

collaborative note-taking, laptop note-taking, longhand note-taking, learning achievement, cognitive load

Abstract

This study investigated the effects of note-taking styles on college students’ learning achievement and cognitive load in a 6-week lecture-based computer network course. Forty-two students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The results showed that students in the collaborative note-taking group did better on learning achievement and cognitive load than students in the other two groups. Particularly, students in the collaborative note-taking group had a significantly higher rate of learning achievement and a significantly lower level of extraneous load than students in the longhand note-taking group.

Implications for practice or policy:

  • College students can improve their learning achievement more effectively through collaborative note-taking style than individual note-taking style.
  • College students can reduce extraneous load and improve germane load levels through collaborative note-taking.
  • Instructors and administrators should encourage college students to take more collaborative notes during classroom instruction.

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Author Biographies

  • Yinghui Shi, Central China Normal University

    Yinghui Shi is a lecturer of National Engineering Research Centre for E-Learning at Central China Normal University. Dr. Shi is involved in a number of research projects and accumulates a lot of research experience, especially in empirical research of integration of information technology and curriculum teaching. His main areas of interest are Interactive media, ICT in education, e-learning and information literacy.

  • Huiyun Yang, Central China Normal University

    Huiyun Yang is a graduate student at the Central China Normal University. Her research interests include ICT in education and e-learning.

  • Zongkai Yang, Xidian University

    Zongkai Yang is the president of Xidian University. He is also the director of the National Engineering Research Centre for E-Learning and the National Engineering Laboratory for Educational Big Data. His research specialties include information technology, ICT in education and e-learning.

  • Wei Liu, Huazhong University of Science and Technology

    Wei Liu is a Professor of School of Electronic Information and Communications at Huazhong University of Science and Technology. His research specialties include network application research, and ICT in education.

  • Di Wu, Central China Normal University

    Di Wu is a Professor and the deputy director of National Engineering Research Centre for E-Learning at Central China Normal University. His research specialties include evaluation on ICT in education, information literacy and e-learning.

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Published

2022-08-12

Issue

Vol. 38 No. 5 (2022): AJET

Section

Articles

License

Copyright (c) 2022 Yinghui Shi, Huiyun Yang, Zongkai Yang, Wei Liu, Di Wu, Harrison Hao Yang

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.

How to Cite

Shi, Y., Yang, H., Yang, Z., Liu, W., Wu, D., & Yang, H. H. (2022). Examining the effects of note-taking styles on college students’ learning achievement and cognitive load. Australasian Journal of Educational Technology, 38(5), 1-11. https://doi.org/10.14742/ajet.6688