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Note Posting Strategies and Student Feedback and Behavior

Note Posting Strategies and Student Feedback and Behavior. Assessment and Instructional Support The Leonhard Center for the Enhancement of Engineering Education. Context. Tablet PC Initiative Emerging concerns about practice Hosted lunches to discuss these concerns Questions emerged:

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Note Posting Strategies and Student Feedback and Behavior

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  1. Note Posting Strategies andStudent Feedback and Behavior Assessment and Instructional Support The Leonhard Center for the Enhancement of Engineering Education

  2. Context • Tablet PC Initiative • Emerging concerns about practice • Hosted lunches to discuss these concerns • Questions emerged: • Should annotated notes be made available

  3. Pre-Notes Example Post Notes Example

  4. This Investigation Considered: Does posting or not posting annotated notes impact: - student note taking behavior - how they use notes to study How can teaching using the TPC: - be more effective - should I post notes or not

  5. Design Data Sources: - Index of Learning Styles (ILS) - Motivated Strategies for LearningQuestionnaire (MSLQ) - Note Taking Surveys (2) - Focus Group - Course Grades

  6. MSLQ Student Characteristics Intrinsic Motivation The degree to participate in a task for reasons such as challenge, curiosity, mastery The degree to participate in a task for reasons such as grades, rewards, evaluation by others, competition Extrinsic Motivation Student’s evaluation of how interesting, how important, and how useful the task is Task Value Self-Efficacy Self-appraisal of one’s ability to master a task P. Pintrich et al. (1991). A Manual for the Use of the Motivational Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.

  7. Design Two posting strategies: • Immediately after class • Before an exam Note Taking Surveys Course Grades 135 Students, two sections Same course/instructor

  8. Descriptive Survey Results BOTH conditions: • felt that pre-notes helped them pay attention in class • felt annotated notes made own notes more complete/accurate • felt annotated notes were valuable as a learning and/or study aid

  9. Results: Statistically Significant Differences Between Strategies All are on a 5-point Likert scale: Strongly Agree to Strongly Disagree Sample size = 30

  10. Results: Statistically Significant Differences Between Strategies 4 Point Scale: Never, Before Quiz/Exam, Once a Week, After Class

  11. Learning Styles (91 students)

  12. Results: Learning Styles Felder: “… most engineering students are visual, sensing, … and active…” • VISUAL learners are more likely to: - use pre-notes for note taking (p=0.049) - review notes weekly, not just before exam (p=0.076) - believe that annotated notes help them learn (p=0.055) • SENSING learners are: - more likely to think that pre-notes will help make their own note taking more accurate (p=0.014) - less likely to use annotated notes to fill in gaps in their ownnotes(p=0.062)

  13. Results: Learning Styles Felder: “… most engineering students are visual, sensing, … and active…” • ACTIVE learners are: - less likely to skip classes than less active learners when they know notes are being posted (p=0.068) - more likely to believe that annotated notes help them learn better than less active learners (p=0.086) • SEQUENTIAL learners are: - less like to think they learn better when they attend class(p=0.016) - less likely to think that the pre-notes make their notes more complete (p=0.085) and accurate (p=0.098) - less likely to think the annotated notes were more helpful than their own notes when doing homework (p=0.084)

  14. Results: MSLQ

  15. Results: Task Value Increased Attention due to Posted Notes Task Value r = 0.306, p = 0.038

  16. Results: Goal Orientation Only View Annotated Notes before Exam r = 0.312, p = 0.034 Intrinsic Goal Orientation Study Annotated Notes More Than Textbook r = -0.432, p = 0.003 Extrinsic Goal Orientation Annotated Notes Useful for Learning r = 0.297, p = 0.045

  17. Results: Self-Efficacy for Learning and Performance More Complete Notes due to Pre-notes Self Efficacy r = -0.312, p = 0.035 r = -0.338, p = 0.022 More Accurate Notes due to Pre-notes

  18. Results: From the Focus Group • Prefer that annotated notes be posted right after class • Like to use the annotated notes as support for doing homeworks • Do not feel it impacts their attendance End of Semester8 randomly selected participants

  19. Suggestions for Best Practice(faculty could) • Encourage students to attend class • Encourage reflection on taking notes • Provide pre-notes • Post annotated notes after class • Consider Learning Styles, Self-Efficacy, and Task Value Changing posting strategies did not affect students’ desire to attend class

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