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Structural understanding from note-taking within video lectures

conference contribution
posted on 2014-01-01, 00:00 authored by P Pirnay-Dummer, D Ifenthaler
Note-taking during all kinds of lectures is a standard and easy technique for learners of all ages to self-document their thought during learning. Based on a metacognitive rationale, this study investigates the effect of note-taking within different kinds of video-lectures – text-driven presentations versus graphical presentations. The availability of note-taking is experimentally controlled for 54 undergraduate students, and the quality of the nodes is then projected to the learning outcome as compared to the content of the lectures. Our results indicate little direct impact of the note quality, and contra-intuitively, not taking notes helped learners with their knowledge structure. Our study helps to understand the limits of note-taking during learning and with a broader theoretical understanding of idiosyncratic externalization.

History

Pagination

1-1

Location

Philadelphia, Pennsylvania

Start date

2014-04-03

End date

2014-04-07

Language

eng

Publication classification

EN Other conference paper

Copyright notice

2014, AERA

Title of proceedings

AERA 2014 : The power of education research for innovation in practice and policy : Proceedings of the American Educational Research Association 2014 annual meeting

Event

American Educational Research Association. Annual Meeting (2014 : Philadelphia, Pennsylvania)

Publisher

American Educational Research Association

Place of publication

Washington, D. C.

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