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 note-taking, introduces encoding-storage paradigm, where writing are viewed as types encoding completeness or comprehensiveness notes is a measure storage. following were analyzed: volume words written, edits others’ writing, frequency sessions, turn-taking. Storage was evaluated by measuring groups produced. Given complex nature data, with individuals nested within groups, we used two-level correlation analysis to identify correlations among variables. Between-person suggested that words, others, turn-taking all positively associated performance. Between-groups sessions group notes. Overall, results demonstrate meaningful relationships between outcomes, showing differences in impact storage have learner suggesting effectiveness collaboration varies depending variables investigated well level analysis.