The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time
Journal of Educational Computing Research Volume 14, Number 4, ISSN 0735-6331
Investigated the effects and efficiency of mandatory and optional note taking by undergraduate students (n=81) during computer-based instruction. The required note takers entered notes on every screen of the HyperCard lesson; this group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the optional or control groups. (AEF)
Armel, D. & Shrock, S.A. (1996). The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time. Journal of Educational Computing Research, 14(4), 329.
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Digital Note Taking: An Investigation of an iPad Application as a strategy for Content Review and Practice in Intermediate Algebra
Elliott Ostler & Neal Topp, University of Nebraska at Omaha, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 72–77
Alberto Raposo, Léo Magalhães, Christian Adriano & Ivan Ricarte, State University of Campinas, Brazil
EdMedia + Innovate Learning 2000 (2000) pp. 63–68
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