How Does the Provision of Guided Notes Affect Student Learning in Undergraduate Mathematics?
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| Title: | How Does the Provision of Guided Notes Affect Student Learning in Undergraduate Mathematics? |
|---|---|
| Language: | English |
| Authors: | Krapf, Regula (ORCID |
| Source: | International Journal of Research in Undergraduate Mathematics Education. Oct 2022 8(3):642-670. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Notetaking, Mathematics Education, Lecture Method, Instructional Materials, Learner Engagement, Undergraduate Students, College Mathematics |
| DOI: | 10.1007/s40753-021-00160-x |
| ISSN: | 2198-9745 2198-9753 |
| Abstract: | Note-taking in tertiary education is a challenging activity which requires listening, processing and recording new information at the same time. However, in lectures at a high presentation rate, students often have to choose between these activities. One solution which is frequently proposed to mitigate this problem is the use of guided notes, instructor-provided handouts containing blanks that are filled in class. In this article, we investigate how the provision of guided notes in an undergraduate mathematics course can support student learning. A self-report survey reveals that students value guided notes as a tool to remain focussed during the lecture, to process and store new information and to foster active engagement. Moreover, they prefer guided notes both compared to lectures without instructor-provided notes and with full notes. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1355865 |
| Database: | ERIC |
| Abstract: | Note-taking in tertiary education is a challenging activity which requires listening, processing and recording new information at the same time. However, in lectures at a high presentation rate, students often have to choose between these activities. One solution which is frequently proposed to mitigate this problem is the use of guided notes, instructor-provided handouts containing blanks that are filled in class. In this article, we investigate how the provision of guided notes in an undergraduate mathematics course can support student learning. A self-report survey reveals that students value guided notes as a tool to remain focussed during the lecture, to process and store new information and to foster active engagement. Moreover, they prefer guided notes both compared to lectures without instructor-provided notes and with full notes. |
|---|---|
| ISSN: | 2198-9745 2198-9753 |
| DOI: | 10.1007/s40753-021-00160-x |
