Individual Differences and Intervention Flaws

A Sequential Explanatory Study of College Students' Copy-and-Paste Note Taking

Bibliographic Data

ID12811474
AuthorsL Brent Igo (Clemson University, corresponding author), Kenneth A Kiewra (University of Nebraska–Lincoln), Roger Bruning (University of Nebraska–Lincoln)
Year2008
Volume2
Issue2
Pages149-168
Publication date2008-03-10
Open AccessYes
TypeARTICLE
VenueJournal of Mixed Methods Research (JOURNAL)
Journal identifiersISSN: 1558-6898 • E-ISSN: 1558-6901
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1558689807313161
OpenAlexW1987900136
LanguageEN
Citations received2
References cited13

In this study, qualitative themes and quantitative findings from previous research were used to justify the exploration of four experimental, note-taking conditions and the impact of those conditions on student learning from Web-based text. However, puzzling results obtained from dependent measures of student learning were quite inconsistent with the previous research. With no adequate theoretical explanation for these results, a follow-up explanations phase of qualitative investigation was conducted. Analyses of interview data indicated that certain experimental conditions imposed upon students an unexpected distraction. Furthermore, quantitizing students' note-taking documents showed that many students in this study used a more effective note-taking strategy than did students in a similar condition in previous research

Cognitive psychology · Distraction · Intervention (counseling · Mathematics education · Note-taking · Qualitative property · Qualitative research · Social science · Sociology · Applied Psychology · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Visual and Cognitive Learning Processes

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