Abstract
Student’s notes are evaluated to trace their learning process in a blended learning course, and the factors affecting the quality of these notes are discussed. As individual note-taking performance may be based on student’s characteristics, these contributions are also examined. Some factors about personality and the learning experience are significant and positively affect the grades given to notes. Lexical features of notes taken were extracted using a text analysis technique, and these features were compared with the grades given. The good note-takers constantly recorded terms independently of the number of terms which was presented during the class. Conceptual mapping of the contents of notes was conducted, and it suggests that the deviation in the features of notes can be explained by the number of terms in a lesson.
Originally published in the International Journal on New Computer Architectures and Their Applications (IJNCAA), Vol. 1, No. 4, pp. 1056–1065, 2011.
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References
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Acknowledgements
This research was partially supported by the Japan Society for the Promotion of Science (JSPS), Grant-in-Aid for Scientific Research (B-22300281: 2010–2012).
A portion of this paper were presented at the IEETel2011/DICTAP2011 Conference.
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Nakayama, M., Mutsuura, K., Yamamoto, H. (2021). Evaluation of Student’s Notes in a Blended Learning Course. In: Nakayama, M. (eds) Note Taking Activities in E-Learning Environments. Behaviormetrics: Quantitative Approaches to Human Behavior, vol 11. Springer, Singapore. https://doi.org/10.1007/978-981-16-6104-4_1
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