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Journal Article

How Note‑Taking Instruction changes Student's Reflections upon their Learning Activity during a Blended Learning Course  pp200-210

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

© Jun 2017 Volume 15 Issue 3, Editor: Jarmila Novotná and Antonín Jančařík, pp199 - 280

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The metrics of self efficacy and self assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during the course, using the metrics mentioned above, and their emotional and cognitive changes were evaluated. The number of valid participants was 54. Scores of metrics between the two surveys were compared. Though most scores for self‑efficacy and self assessment decreased, this suggests that participants recognised their actual learning situation well. The relationship between the metrics and student's characteristics was examined. To illustrate participant's emotional and cognitive changes, causal analysis was introduced. The relationships between scores for self‑efficacy and self evaluation in the two surveys were analysed and compared. Also, the impact of improvements in note‑taking skills on changes in self‑efficacy and self‑evaluation were examined using causal analyses. These results show that note‑taking activities significantly stimulated the level of self‑efficacy and self‑assessment when the lecturer's instructions were able to improve note‑taking skills factor scores during the course.


Keywords: Note-taking, reflection, self-efficacy, student's characteristics, correlation analysis, causal analysis


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Journal Issue

Volume 15 Issue 3 / Jun 2017  pp199‑280

Editor: Jarmila Novotná, Antonín Jančařík

View Contents Download PDF (free)



Keywords: Note-taking, reflection, self-efficacy, student's characteristics, correlation analysis, causal analysis, e-advising, reflection, reflective practitioners, trust, competency, Inquiry Based Learning, GIS education, spatial analysis, Blended Learning, Textbooks, electronic online materials, word problems, non-mathematical content, subversiveness, realia, stereotypes, construction of social reality, culture reproduction, models, projection, science education, 3D projections, interactive models, science education, biology, teacher technological pedagogical knowledge, 21st-century skills, low-technology context, teacher transition to e-learning, technology integration, professional networks, Tunisia


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