Effectiveness of Instructional Suggestions for Note-Taking Skills in a Blended Learning Environment

摘要

This paper presents the results of a case study which introduced good note-taking models and the functions of note-taking to participants in a blended learning course. Transformations in scores of note-taking activity were observed using metrics which consisted of questionnaires. The survey was conducted at the beginning and the end of a blended learning university credit course. The valid number of participants was 55. Three factor scores for note-taking skills were calculated from participants' responses using a factor loading matrix. In comparing the two factor scores, the factor score for note-taking skills known as recognising note-taking functions increased significantly due to the more thorough instructions. During the course, the factor scores of the second survey correlated with online test scores and the scores of note-taking assessments, while some factor scores were unstable. The factors responsible for note-taking skills increased significantly due to the lecturer's instructions, and this also suggests that student's characteristics contributed to the improvements.