The Effects of Guided Notes on Student Learning: Students Share Their Perceptions

2010 ◽  
Vol 13 (2) ◽  
pp. 58-62
Author(s):  
Jennifer C. Friberg ◽  
Jean Sawyer
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Note Taking ◽  
Guided Notes ◽  
Class Participation ◽  
New Material ◽  
Support Students

Guided notes have been used in a variety of ways to support students as they learn new material within various classroom settings. Historically, guided notes have been studied relative to their impact on student learning, rather than student engagement in the learning process. To that end, this study sought to determine the perceptions of 144 graduate and undergraduate students who used guided notes with regard to their impact upon class participation, reflection on course topics, mastery of course information, and overall note taking preferences. Results indicated that students valued the use of guided notes to serve certain purposes, but seemed to prefer the use of more traditional note taking procedures for others.

scholarly journals Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ginny R. Ratsoy
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Situated Learning ◽  
Traditional Lecture ◽  
Canadian Universities ◽  
Class Participation ◽  
Premier Cycle

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments – in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement. Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP) qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de l’apprentissage expérientiel et encouragent tous les enseignants à réfléchir sur leurs stratégies d’enseignement théoriques et pratiques afin d’augmenter l’engagement des étudiants.

scholarly journals Facebook Group and Student Engagement

2018 ◽  
Author(s):  
Santirianingrum Soebandhi ◽  
Natalia Damastuti ◽  
Novi Nurul Quina
Keyword(s):  
Higher Education ◽  
Information System ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Process ◽  
Management Information System ◽  
Management Information ◽  
Online Questionnaire ◽  
Educational Tools ◽  
The Impact

This study aimed to investigate the impact of the use of Facebook groups on student learning process. This group is intended as a communication and discussion tool and means for collecting assignment, therefore all members of this group can access the course related materials. Online questionnaire using Likert scale and open-ended section is used at the end of the course to know the response of students to the use of this group. We obtained 57 responses from 77 enrolled students from Management Information System subject. The results showed that the FB Group enhanced engagement both on the course and lecturer, and can be used as educational tools in higher education.

Assessment for Learning

2017 ◽  
pp. 19-35 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

scholarly journals Teaching Advanced Genetics Without Lectures

Genetics ◽  
2003 ◽  
Vol 165 (3) ◽  
pp. 945-950
Author(s):  
Vicki L Cameron
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Learning Process ◽  
Class Group ◽  
Group Discussion ◽  
Student Understanding ◽  
Genetic Knowledge ◽  
Class Meeting ◽  
Primary Literature ◽  
Traditional Lectures

Abstract In an effort to increase student engagement and therefore student learning, an advanced genetics course was developed in which traditional lectures were eliminated. Instead, students were required to complete reading assignments before each class meeting, and those readings were then the topic of group discussion. Assigned readings alternated between text assignments and articles from the primary literature. Students were made accountable for their own preparation by the administration of a quiz at the start of each class. Group discussion of the topics engaged students in the learning process and readministration of the quiz at the end of class allowed them to benefit from the group interaction and understanding. Interspersing text readings and primary literature led to student understanding of how genetic knowledge is acquired and interpreted and how experimental detail leads to the construction of general models.

scholarly journals The Assurance Of Learning Process Components And The Effects Of Engaging Students In The Learning

2011 ◽  
Vol 4 (9) ◽  
pp. 43-56
Author(s):  
Joseph B. Mosca ◽  
Gilder Agacer ◽  
Linda Flaming ◽  
John Buzza
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Process ◽  
Research Focus ◽  
Hands On ◽  
Assurance Of Learning

Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem solving and hands on experiences during the learning assist the learning process?

Assessment for Learning

2020 ◽  
pp. 1090-1105
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

scholarly journals PENERAPAN MODEL PEMBELAJARAN GUIDED NOTE TAKING UNTUK MENINGKATKAN AKTIVITAS BELAJAR SEJARAH DI SMA NEGERI 3 LUBUKLINGGAU

2019 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Diana Agusfina ◽  
Ira Miyarni Sustianingsih ◽  
Risa Marta Yati
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Process ◽  
Relative Frequency ◽  
Research Method ◽  
Quantitative Method ◽  
Learning Model ◽  
Learning Activities ◽  
Note Taking ◽  
History Learning

This study aims to determine the effect of the Guided Note Taking learning model on the improvement of students' historical learning activities at SMA Negeri 3 Lubuklinggau. The research method used is a quantitative method. The sample of this study was 33 students of class X IPS 3. Data collection techniques using observation sheet instruments. The data obtained were analyzed using relative frequency percentages. The results showed that the Guided Note Taking learning model applied in the history learning process in class X IPS 3 of SMA Negeri 3 Lubuklinggau was able to increase student learning activities. This is evidenced by the value of the percentage of student learning activities that increased from 81.72% at the first meeting to 91% at the second meeting or increased from the good to very good category.

scholarly journals Integrasi Pembelajaran Active Learning dan Internet-Based Learning dalam Meningkatkan Keaktifan dan Kreativitas Belajar

Nadwa ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 283
Author(s):  
Mukhlison Effendi
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Primary Education ◽  
Learning Process ◽  
Learning Motivation ◽  
Observation Data ◽  
Limited Time ◽  
New Material

<p>The learning process in higher education can use constructivist learning strategies for activeness and creativity of students. This study aimed to describe the integration of active learning and internet-based learning and to explain the factors supporting and inhibiting. From the observation data, interviews and documentation of the 31 students of the Department of Teacher<br />Education for Islamic Primary Education (PGMI) and the lecturer of STAIN Ponorogo can be seen that the integration of active learning and Internetbased learning can enhance the activeness and creativity of student learning in the course. Factors  supporting this result are the application of learning<br />strategies, giving clear guidance, student learning motivation high and the availability of learning facilities and infrastructure. The factors that inhibit is the limited time, the dominance of smart students and unpreparedness of students receiving new material.<br /><br /><strong>Abstrak</strong></p><p><strong></strong><br />Proses pembelajaran di perguruan tinggi dapat menggunakan strategi pembelajaran konstruktivistik untuk keaktifan dan kreativitas mahasiswa. Penelitian ini ditujukan untuk mendeskripsikan integrasi active learning daninternet-based learning untuk menjelaskan faktor pendukung dan penghambatnya. Dari data observasi, interview dan dokumentasi terhadap 31 mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) dan dosen STAIN Ponorogo dapat diketahui bahwa integrasi active learning dan internet-based learning dapat meningkatkan keaktifan dan kreativitas<br />belajar mahasiswa di program studi tersebut. Faktor yang mendukung hasil ini adalah penerapan strategi pembelajaran, pemberian pengarahan yang jelas, motivasi belajar mahasiswa yang tinggi dan tersedianya sarana dan prasarana  pembelajaran. Adapun faktor yang menghambat  adalah<br />keterbatasan waktu, dominasi mahasiswa pintar dan ketidaksiapan mahasiswa menerima materi baru.<br /><br /></p>

scholarly journals Can Guided Notes Support Students’ Note-taking in Mathematics Lectures?

2021 ◽  
Author(s):  
Frank Feudel ◽  
Anja Panse
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Note Taking ◽  
Guided Notes ◽  
Making Sense ◽  
Mixed Method Design ◽  
Traditional Mathematics ◽  
The One ◽  
Support Students

AbstractIn traditional mathematics lectures the instructor normally writes the definitions, theorems, and proofs covered on the board, and gives informal oral explanations that help to make sense of them. The students have to take notes. However, there are serious problems concerning students’ note-taking in traditional mathematics lectures. Students often cannot think about the information presented during the lecture as they are busy writing. Making sense of the content later is also difficult because many students do not include the lecturer’s oral explanations in their notes. One approach to addressing these problems can be the use of guided notes: a modified version of the instructor’s notes with certain blanks the students have to fill in during the lecture. We investigated to what extent guided notes can support students in their note-taking in mathematics lectures in a study using a mixed-method design. This study provides on the one hand quantitative data suggesting that guided notes are perceived as beneficial by many students for several aspects of their note-taking. On the other hand, it offers qualitative data illustrating how the use of guided notes can influence these aspects. The results indicate in particular that the use of guided notes can address some of the problems concerning students’ note-taking in traditional mathematics lectures, while it can also lead to new problems that one needs to be aware of.

The Effectiveness of Using the Group Investigation Model in Improving Mathematics Motivation in SMK Dwi Tunggal 1 Tanjung Morawa

2020 ◽  
Vol 3 (01) ◽  
pp. 154-163
Author(s):  
Fadilah ◽  
Halomoan, T.H ◽  
Priyanda, R
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Learn Mathematic ◽  
Mathematics Motivation ◽  
Process Observation

This research aims to find out whether by applying a group investigation leraning model can increase student’s motivation to learn mathematic grade X in SMK Dwi Tunggal 1 Tanjung Morawa. The research instruments used were observation and questioner. The observations used are statements of the learning process. Observation consists of observation sheets on the effectiveness of student learning, and observation of student learning motivation.The population this study is Students Class off X SMK Dwi Tunggal 1 Tanjung Morawa, while the sample in this study was a class off X-AP SMK Dwi Tunggal 1 Tanjung Morawa. From the results of the study can be seen an in crease student motivation to learn mathimatics by using a learning model of investigation b 75% at the first meeting and is categorized as effective, while at the second meeting it reaches 80% and is categorized as effective. Thereofere the use of the group investigation learning model is effective in creasing the motivation to learn mathematic in students of SMK Dwi Tunggal 1 Tanjung Morawa.  

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