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Minoru Nakayama et al. Table 2: Correlation coefficients between note-taking skills and student’s characteristics Note score NT-F1 NT-F2 NT-F3 Online test 0.51 0.18 0.25 0.30 Weekly test 0.54 0.33 0.24 0.01 Final exam 0.46 0.21 0.23 -0.06 IPIP-F1 -0.09 0.19 0.05 0.27 IPIP-F2 0.22 0.45 0.29 0.33 IPIP-F3 0.13 0.39 0.48 0.52 IPIP-F4 -0.03 0.22 0.16 0.29 IPIP-F5 -0.05 0.27 0.35 0.21 IL-Skills 0.18 0.55 0.47 0.47 IL-Attitude 0.14 0.46 0.54 0.55 Experience-F1 0.23 0.29 0.28 0.42 Experience-F2 0.16 0.51 0.55 0.22 Experience-F3 0.25 0.44 0.42 0.39 For personality, these three factors of note-taking skills strongly correlate with "Agreeableness" and "Conscientiousness" as Figure 3 confirms. Additionally, “Neuroticism” correlates with the NT-F3 score, and “Openness to Experience” correlates with both NT-F1 and NT-F2. For information literacy scale scores, all three factors of note-taking skills strongly correlate with both secondary factors of information literacy, skills and attitude. For learning experience, both NT-F1 and NT-F2 correlate with factor scores of learning experience. These results suggest that the note-taking skills affect student's learning performance while their characteristics are related to their note-taking skills. If a detailed causal relationship can be determined, the development of effective learning support may be possible. This will be a subject of our further study. 4. Summary This paper determines the relationship between the performance of note-takers and characteristics of students (personalities, learning experiences, information literacy and note-taking skills) in a fully online learning environment. Three factors of note-taking skills have been extracted, according to the survey. They are (1) Recognizing note taking functions, (2) Methodology of utilizing notes and (3) Presentation of notes. Three factor scores were calculated. Student's notes were assessed by the lecturer, and two note-taking performance groups were created using the sums of the note-taking assessment scores. There are significant difference in factor scores for note-taking, personality, information literacy and learning experience between high and low level note-taking performance groups. Additionally, the sum of assessment scores for note-taking correlates with mean scores of online tests (r=0.51), the weekly confirmation test scores (r=0.54) and with final exam scores (r=0.46). The effectiveness of the contents of the notes for exam scores was measured. The three factor scores also correlate significantly with the scores of personalities, information literacy, and learning experiences. These results have again confirmed that note taking skills reflect certain aspects of the learning process during online learning. Acknowledgments 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). 556
References Minoru Nakayama et al. Kiewra Kenneth A. (1985) “Students' Note-Taking Behaviors and the Efficacy of Providing the Instructor's Notes for Review”, Contemporary Educational Psychology, 10, pp.378-386 Kiewra Kenneth A. (1989) “A Review of Note-Taking: The Encoding-Storage Paradigm and Beyond”, Educational Psychology Review, 1(2), pp.147-172 Kiewra Kenneth A., Benton Stephen L, Kim Sung-Il, Risch Nancy, Maribeth Christensen (1995) “Effects of Note-Taking Format and Study Technique on Recall and Relational Performance”, Contemporary Educational Psychology, 20, pp.172-187 Keiichi Kobayashi (2005) “What limits the encoding effect of note-taking? A meta-analytic examination”, Contemporary Educational Psychology, 30, pp.242-262 Mayer Richard E, Roxana Moreno, Michelle Boire, and Shannon Vagge (1990) “Maximizing Constructivist Learning From Multimedia Communications by Minizimizing Cogmitive Load”, Journal of Edcational Psychology, 91(4), pp.638-643 Nakayama Minoru, Hiroh Yamamoto, Rowena Santiago (2007) “The Impact of Learner Characteristics on Learning Performance in Hybrid Courses among Japanese Students”, The Electronic Journal of e-Learning, 5(3), pp. 195-206 Nakayama Minoru, Hiroh Yamamoto, Rowena Santiago (2008) “Impact of Information Literacy and Learner Characteristics on Learning Behavior of Japanese Students in Online Courses”, International Journal of Case Method Research & Application, Vol. XX. No. 4. pp. 403-415 Nakayama Minoru, Hidetomo Kanazawa, Hiroo Yamamoto (2009) “Detecting Incomplete Learners in a Blended Learning Environment among Japanese University Students”, International Journal of Emerging Technology in Learning (iJET), Vol. 4, Issue. 1, pp. 47-51 Nakayama Minoru, Kouichi Mutsuura, Hiroh Yamamoto (2010) “Assessing Student Transitions during Blended Learning Activities”, Proceedings of 9th ECEL, pp.394-400 Nakayama Minoru, Kouichi Mutsuura, Hiroh Yamamoto (2011) “A feasibility study of learning assessment using sudent’s notes in an online learning environment”, Proceedings of DICTAP2011, in press. Nye Pauline A., Crooks Terence J., Powley Melanie, Gail Tripp (1984) “Student note-taking related to university examination performance”, Higher Education 13, pp.85-97 Tam Maureen (2000) “Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning”, Educational Technology & Society, Vol.3(2), pp.50-60 Päivi Tynajälä (1999) Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university, International Journal of Educational Research, 31, pp.357-442 Pennsylvania State University, Learning Centre, “Lecture Note Taking”, http://www.ulc.psu.edu/studyskills/note_taking.html, Accessed on Aug. 30th, 2010. Yoshihisa Fujii (2007) “Development of a Scale to Evaluate the Information Literacy Level of Young People -Comparison of Junior High School Students in Japan and Northern Europe”, Japan Journal of Educational Technology, Vol. 30(4), pp.387-395 557
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
Page 23 and 24: Research interests include the inve
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Page 36 and 37: Antoinette Muntjewerff for every st
Page 38 and 39: Antoinette Muntjewerff All of this
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Page 44 and 45: A Framework for Decision Support fo
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Page 78 and 79: Chrissi Nerantzi The aim was to exp
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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