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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 0000-0001-8316-0170), Pfefferkorn, Luca
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
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  Data: How Does the Provision of Guided Notes Affect Student Learning in Undergraduate Mathematics?
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Undergraduate+Mathematics+Education%22"><i>International Journal of Research in Undergraduate Mathematics Education</i></searchLink>. Oct 2022 8(3):642-670.
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  Data: 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/
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  Data: 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.
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      – SubjectFull: Lecture Method
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