Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning

Douglas F. Kauffman, Ruomeng Zhao, Ya Shu Yang

Research output: Contribution to journalArticle

47 Scopus citations

Abstract

This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning enviornment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 students collected notes from a larger, more ecologically valid set of learning materials using the conventional, outline, or the matrix tool. One half of the students also received prompts designed to encourage self-monitoring. Results of both experiments indicated that the matrix note taking device was a superior tool for collecting information and for achievement. Results of experiment 2 indicated that self-monitoring prompts have a significant positive impact on notes taken and achievement as well. Results are discussed relative to self-regulated learning and perceptual enhancement theories.

Original languageEnglish (US)
Pages (from-to)313-322
Number of pages10
JournalContemporary Educational Psychology
Volume36
Issue number4
DOIs
StatePublished - Oct 2011

Keywords

  • Matrix
  • Note taking
  • Online text
  • Self-monitoring prompts
  • Self-regulated learning

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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