Mik Fanguy
Biographic Data
| ID | 4625577 |
|---|---|
| NAME | Mik Fanguy |
| GIVEN NAMES | Mik |
| FAMILY NAME | Fanguy |
| SIGNATURE | FANGUY M |
| AFFILIATIONS | Korea Advanced Institute of Science and Technology |
| ORCID | 0000-0002-9383-1510 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Beyond traditional note-taking: Comparing the effects of collaboratively-generated versus instructor-provided notes on recall and writing performance
Note-taking is generally regarded as an effective learning strategy, but it is also cognitively demanding. Students often omit salient information in their notes due to the burden of trying to listen while writing down what they hear. Two alternative forms to traditional note-taking are online collaborative note-taking and instructor-provided notes. The former strategy allows students to work together online in small groups to share the burden of…
Computer-mediated collaborative writing and individual scientific writing proficiency
Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course …
Exploring Teachers’ Digital Literacy Experiences
The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers’ digital literacy to support students’ distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were der…
Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborat…
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and su…
How collaboration influences the effect of note-taking on writing performance and recall of contents
Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason…
Online collaborative note-taking and discussion forums in flipped learning environments
As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate stud…
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior…
Adoption of online teaching during the Covid-19 Pandemic: A systematic analysis of changes in university teaching activity
Since the beginning of the COVID-19 outbreak in Spring 2020, universities around the world have quickly adopted online teaching as an emergency measure. Informed by activity theory, the present qualitative case study aims to better understand the nature of the rapid institutional transition and its impact on academics’ pedagogical experiences during this period. A multiple set of qualitative data was collected in a national university in South Ko…
Online exam proctoring technologies: Educational innovation or deterioration
During the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies to monitor and control an increasing number of student cheating incidents. Although it looks like a natural and effective solution for a fair assessment of student online learning performance, the authors argue that proctoring technologies are rooted in problematic assumptions about educational fairness and authoritarian ped…
Collaborative note-taking affects cognitive load: The interplay of completeness and interaction
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two g…
No prominent works on this page.
Collaborative note-taking affects cognitive load: The interplay of completeness and interaction
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two g…
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior…
Adoption of online teaching during the Covid-19 Pandemic: A systematic analysis of changes in university teaching activity
Since the beginning of the COVID-19 outbreak in Spring 2020, universities around the world have quickly adopted online teaching as an emergency measure. Informed by activity theory, the present qualitative case study aims to better understand the nature of the rapid institutional transition and its impact on academics’ pedagogical experiences during this period. A multiple set of qualitative data was collected in a national university in South Ko…
Online exam proctoring technologies: Educational innovation or deterioration
During the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies to monitor and control an increasing number of student cheating incidents. Although it looks like a natural and effective solution for a fair assessment of student online learning performance, the authors argue that proctoring technologies are rooted in problematic assumptions about educational fairness and authoritarian ped…
How collaboration influences the effect of note-taking on writing performance and recall of contents
Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason…
Online collaborative note-taking and discussion forums in flipped learning environments
As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate stud…
Exploring Teachers’ Digital Literacy Experiences
The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers’ digital literacy to support students’ distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were der…
Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborat…
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and su…
Beyond traditional note-taking: Comparing the effects of collaboratively-generated versus instructor-provided notes on recall and writing performance
Note-taking is generally regarded as an effective learning strategy, but it is also cognitively demanding. Students often omit salient information in their notes due to the burden of trying to listen while writing down what they hear. Two alternative forms to traditional note-taking are online collaborative note-taking and instructor-provided notes. The former strategy allows students to work together online in small groups to share the burden of…
Computer-mediated collaborative writing and individual scientific writing proficiency
Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course …
Psychology (12 works) · Computer Science (11 works) · Mathematics education (11 works) · Innovative Teaching and Learning Methods (7 works) · Reflective Practices in Education (6 works) · Visual and Cognitive Learning Processes (6 works) · Collaborative learning (5 works) · Cognitive psychology (4 works) · Note-taking (4 works) · Online and Blended Learning (4 works)