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Note Posting Strategies and Student Feedback and Behavior

This investigation explores the impact of posting annotated notes on student behavior and learning outcomes. It examines two posting strategies: immediately after class and before exams. Results from surveys and focus groups with 135 engineering students demonstrate that annotated notes improve student accuracy and completeness in note-taking, enhance attention in class, and provide valuable study aids. The findings suggest that incorporating students' learning styles and promoting reflection on note-taking can lead to better engagement and academic performance.

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Note Posting Strategies and Student Feedback and Behavior

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  1. Note Posting Strategies andStudent Feedback and Behavior Assessment and Instructional Support The Leonhard Center for the Enhancement of Engineering Education

  2. Context • Tablet PC Initiative • Emerging concerns about practice • Hosted lunches to discuss these concerns • Questions emerged: • Should annotated notes be made available

  3. Pre-Notes Example Post Notes Example

  4. This Investigation Considered: Does posting or not posting annotated notes impact: - student note taking behavior - how they use notes to study How can teaching using the TPC: - be more effective - should I post notes or not

  5. Design Data Sources: - Index of Learning Styles (ILS) - Motivated Strategies for LearningQuestionnaire (MSLQ) - Note Taking Surveys (2) - Focus Group - Course Grades

  6. MSLQ Student Characteristics Intrinsic Motivation The degree to participate in a task for reasons such as challenge, curiosity, mastery The degree to participate in a task for reasons such as grades, rewards, evaluation by others, competition Extrinsic Motivation Student’s evaluation of how interesting, how important, and how useful the task is Task Value Self-Efficacy Self-appraisal of one’s ability to master a task P. Pintrich et al. (1991). A Manual for the Use of the Motivational Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.

  7. Design Two posting strategies: • Immediately after class • Before an exam Note Taking Surveys Course Grades 135 Students, two sections Same course/instructor

  8. Descriptive Survey Results BOTH conditions: • felt that pre-notes helped them pay attention in class • felt annotated notes made own notes more complete/accurate • felt annotated notes were valuable as a learning and/or study aid

  9. Results: Statistically Significant Differences Between Strategies All are on a 5-point Likert scale: Strongly Agree to Strongly Disagree Sample size = 30

  10. Results: Statistically Significant Differences Between Strategies 4 Point Scale: Never, Before Quiz/Exam, Once a Week, After Class

  11. Learning Styles (91 students)

  12. Results: Learning Styles Felder: “… most engineering students are visual, sensing, … and active…” • VISUAL learners are more likely to: - use pre-notes for note taking (p=0.049) - review notes weekly, not just before exam (p=0.076) - believe that annotated notes help them learn (p=0.055) • SENSING learners are: - more likely to think that pre-notes will help make their own note taking more accurate (p=0.014) - less likely to use annotated notes to fill in gaps in their ownnotes(p=0.062)

  13. Results: Learning Styles Felder: “… most engineering students are visual, sensing, … and active…” • ACTIVE learners are: - less likely to skip classes than less active learners when they know notes are being posted (p=0.068) - more likely to believe that annotated notes help them learn better than less active learners (p=0.086) • SEQUENTIAL learners are: - less like to think they learn better when they attend class(p=0.016) - less likely to think that the pre-notes make their notes more complete (p=0.085) and accurate (p=0.098) - less likely to think the annotated notes were more helpful than their own notes when doing homework (p=0.084)

  14. Results: MSLQ

  15. Results: Task Value Increased Attention due to Posted Notes Task Value r = 0.306, p = 0.038

  16. Results: Goal Orientation Only View Annotated Notes before Exam r = 0.312, p = 0.034 Intrinsic Goal Orientation Study Annotated Notes More Than Textbook r = -0.432, p = 0.003 Extrinsic Goal Orientation Annotated Notes Useful for Learning r = 0.297, p = 0.045

  17. Results: Self-Efficacy for Learning and Performance More Complete Notes due to Pre-notes Self Efficacy r = -0.312, p = 0.035 r = -0.338, p = 0.022 More Accurate Notes due to Pre-notes

  18. Results: From the Focus Group • Prefer that annotated notes be posted right after class • Like to use the annotated notes as support for doing homeworks • Do not feel it impacts their attendance End of Semester8 randomly selected participants

  19. Suggestions for Best Practice(faculty could) • Encourage students to attend class • Encourage reflection on taking notes • Provide pre-notes • Post annotated notes after class • Consider Learning Styles, Self-Efficacy, and Task Value Changing posting strategies did not affect students’ desire to attend class

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