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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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Journal Article

How Note‑Taking Instruction changes Student's Reflections upon their Learning Activity during a Blended Learning Course  pp200-210

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

© Jun 2017 Volume 15 Issue 3, Editor: Jarmila Novotná and Antonín Jančařík, pp199 - 280

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Abstract

The metrics of self efficacy and self assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during the course, using the metrics mentioned above, and their emotional and cognitive changes were evaluated. The number of valid participants was 54. Scores of metrics between the two surveys were compared. Though most scores for self‑efficacy and self assessment decreased, this suggests that participants recognised their actual learning situation well. The relationship between the metrics and student's characteristics was examined. To illustrate participant's emotional and cognitive changes, causal analysis was introduced. The relationships between scores for self‑efficacy and self evaluation in the two surveys were analysed and compared. Also, the impact of improvements in note‑taking skills on changes in self‑efficacy and self‑evaluation were examined using causal analyses. These results show that note‑taking activities significantly stimulated the level of self‑efficacy and self‑assessment when the lecturer's instructions were able to improve note‑taking skills factor scores during the course.

 

Keywords: Note-taking, reflection, self-efficacy, student's characteristics, correlation analysis, causal analysis

 

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Journal Issue

Volume 15 Issue 3 / Jun 2017  pp199‑280

Editor: Jarmila Novotná, Antonín Jančařík

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Editorial

 

Keywords: Note-taking, reflection, self-efficacy, student's characteristics, correlation analysis, causal analysis, e-advising, reflection, reflective practitioners, trust, competency, Inquiry Based Learning, GIS education, spatial analysis, Blended Learning, Textbooks, electronic online materials, word problems, non-mathematical content, subversiveness, realia, stereotypes, construction of social reality, culture reproduction, models, projection, science education, 3D projections, interactive models, science education, biology, teacher technological pedagogical knowledge, 21st-century skills, low-technology context, teacher transition to e-learning, technology integration, professional networks, Tunisia

 

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