TY - JOUR AU - Shi, Yinghui AU - Yang, Huiyun AU - Yang, Zongkai AU - Liu, Wei AU - Wu, Di AU - Yang, Harrison Hao PY - 2022/08/12 Y2 - 2024/03/30 TI - Examining the effects of note-taking styles on college students’ learning achievement and cognitive load JF - Australasian Journal of Educational Technology JA - AJET VL - 38 IS - 5 SE - Articles DO - 10.14742/ajet.6688 UR - https://ajet.org.au/index.php/AJET/article/view/6688 SP - 1-11 AB - <p>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.</p><p><em>Implications for practice or policy:</em></p><ul><li>College students can improve their learning achievement more effectively through collaborative note-taking style than individual note-taking style.</li><li>College students can reduce extraneous load and improve germane load levels through collaborative note-taking.</li><li>Instructors and administrators should encourage college students to take more collaborative notes during classroom instruction.</li></ul> ER -