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Journal Article

Student's Reflections on Their Learning and Note‑Taking Activities in a Blended Learning Course  pp43-53

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

© Apr 2016 Volume 14 Issue 1, ECEL 2015, Editor: Amanda Jefferies and Marija Cubric, pp1 - 80

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Abstract

Abstract: Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course. Regarding the causal relationships between these factors, the contributions of the factors of self efficacy and other characteristics were evaluated. The c ontents of notes students took during the course were lexically evaluated to determine whether this activity promoted reflection. Four indices of note‑taking activities were extracted from the lexical analysis. Correlation analysis was conducted, and acco rding to the provisional results of the correlation analysis between the four indices of note‑taking and student's characteristics of their own degree of self efficacy, there were some significant relationships between note‑taking indices and some of the self assessment indices, such as word rates in notes and the degree of out of course study, and between the content coverage of notes taken and self understanding.

 

Keywords: Keywords: note-taking, blended learning, student's reflection, student's characteristics, causal analysis, text analysis

 

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