The purpose of this study was to examine how a guided online notetaking form influenced learners' performance on achievement, note quantity, and note quality and to investigate the interaction between metacognitive awareness and online notetaking forms with respect to notetaking behaviors and achievement. A 2 x 2 factorial design was used for this study. The factors were as follows: (1) notetaking forms (guided-form versus free-form); and (2) levels of metacognitive awareness (high versus low). One hundred eighteen undergraduate students participated in this study.Even though notetaking facilities have been included in the design of online learning systems, there are not many structural supports embedded in them. Current notetaking facilities offered in the online learning environment typically take aanbsp;...
|Title||:||The Effects of Online Notetaking Forms and Metacognitive Awareness While Reading Online Text|
|Author||:||Hyun Suk Kim Chung|
|Publisher||:||ProQuest - 2006|