Effectiveness of Note-Taking Content Features on Test Scores in Online Courses

Abstract

The lexical features of notes taken during blended and fully online courses were analysed to improve learning activity, as the contents of notes can be used to facilitate course evaluation. The lexical contents of student's notes was used to analyse the note taking behaviour in both blended and fully online courses. Features such as the number of terms, the word ratios of student's notes and the degree of coverage of the lecturer's notes were compared. The relationships between learning performance and note-taking behaviour were also analysed. The causal relationships between student's characteristics and note assessments were statistically compared, and contributing factors were extracted.