The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course

Costley, Jamie and Courtney, Matthew and Fanguy II, Mik (2022) The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course. Internet and Higher Education, 52. ISSN 1096-7516

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This study examines the effects that online collaborative note-taking has on student performance. The study draws on 10 weeks of data from 273 STEM university students who were collaborating in 61 groups. Group and individual learning were assessed weekly by evaluating the completeness of collaborative note-taking documents and subsequent individual assessments. Analysis suggested up to 23% of the variation in course performance could be attributed to between-group effects. Further, a series of 10 multilevel temporal models suggested no substantive effects in the first half of the course, though in the second half of the course, groups that co-created more complete course notes tended to exhibit improved average student performance. We speculate that the learning advantages afforded to student groups that produce more complete course notes may be delayed. This study adds to the growing body of research into the effects that collaboration has on student learning.

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Journal Article
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Internet and Higher Education
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This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 52, 2022 DOI: 10.1016/j.iheduc.2021.100831
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09 Aug 2022 13:20
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09 Aug 2022 13:20