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Abstract Detail



Teaching Section

Nepal, Madhav P. [1].

Traditional Note-taking Integrated with Instructional Technology Enhanced Student Learning in a Large Section Botany Course.

Note-taking is perhaps one of the oldest learning skills developed in our education system. However, in today’s technology dominated environment, both students' note-taking habit and learning through note-taking are unequivocally lower than that before the burst of instructional technology. In this study, students in a large section General Botany course were asked to take notes besides attending lecture that normally incorporates instructional technology including student response system, small group discussions and online quizzes in addition to a normal PowerPoint presentation. Although note-taking was administered for extra points, 92% students were consistently engaged in it and only 2% chose to take notes during lecture using their lap-top computers. Remaining 8% were not consistent on note-taking throughout the study period. Anonymous survey showed that approximately 80% students thought learning experience was enhanced, and their grades improved through note-taking when combined with technology enhanced lecture. Students’ perception on note-taking, its use in a technology enhanced lecture and effects on learning gains will be discussed in this presentation.


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1 - South Dakota State University, Biology And Microbiology, Northern Plain Biostress Laboratory, Brookings, SD, 57007, USA

Keywords:
active learning
Note-taking
learning experience
learning gains
large section course.

Presentation Type: Oral Paper:Papers for Sections
Session: 19
Location: Cottonwoods North/Boise Centre
Date: Tuesday, July 29th, 2014
Time: 12:00 PM
Number: 19016
Abstract ID:84
Candidate for Awards:None


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