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Conference Paper/Proceeding/Abstract 218 views

Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.

Ellen Spender, Richard Baylis Orcid Logo, Lukas Helikum Orcid Logo

BAFA Accounting Education SIG Annual Conference 2024

Swansea University Authors: Ellen Spender, Richard Baylis Orcid Logo, Lukas Helikum Orcid Logo

Abstract

PurposeIn today’s learning environment, students can take notes in a wide range of ways from the traditional – longhand, to the modern – digital. A recent systematic review and meta-analysis of notetaking approaches concludes that there is no difference between traditional and modern notetaking appr...

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Published in: BAFA Accounting Education SIG Annual Conference 2024
Published: 2024
URI: https://cronfa.swan.ac.uk/Record/cronfa66743
first_indexed 2024-06-17T12:55:23Z
last_indexed 2024-11-25T14:18:45Z
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recordtype SURis
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spelling 2024-07-03T14:18:58.2353282 v2 66743 2024-06-17 Students’ notetaking during lectures: an examination of resources, motivation, and learning styles. 2783c6b92fb55e86c7df55412d2060c7 Ellen Spender Ellen Spender true false 94b4f1c7033b10801cd7696329c5d15d 0000-0003-0080-647X Richard Baylis Richard Baylis true false b4dd73821ce17c52521386cd177395bb 0000-0002-9392-6165 Lukas Helikum Lukas Helikum true false 2024-06-17 CBAE PurposeIn today’s learning environment, students can take notes in a wide range of ways from the traditional – longhand, to the modern – digital. A recent systematic review and meta-analysis of notetaking approaches concludes that there is no difference between traditional and modern notetaking approaches by students on performance when all other things are kept constant (Voyer et al., 2022). However, students do not make decisions in a vacuum, so all things are unlikely to be constant. In this study, we investigate how a student’s access to resources, motivation to study, and learning strategy affect their notetaking behaviour and academic success.Design/methodology/approachA survey methodology with undergraduate students is used to collect the necessary data. We collect a mix of quantitative and qualitative data on student demographics, academic success, and notetaking activities as well as specific learning characteristics that may impact their engagement with notetaking. This includes well-established instruments such as the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991) and the Abbreviated Technology Anxiety Scale (Wilson et al., 2023).Practical and social implicationsAssessing whether a student’s notetaking strategy is by choice and planned, or forced by modern societal norms and practices, will allow educators and students to question whether other methods of notetaking need to be explored to ensure they access optimal learning strategies. Conference Paper/Proceeding/Abstract BAFA Accounting Education SIG Annual Conference 2024 30 5 2024 2024-05-30 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University 2024-07-03T14:18:58.2353282 2024-06-17T13:11:11.9979178 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Ellen Spender 1 Richard Baylis 0000-0003-0080-647X 2 Lukas Helikum 0000-0002-9392-6165 3
title Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
spellingShingle Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
Ellen Spender
Richard Baylis
Lukas Helikum
title_short Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
title_full Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
title_fullStr Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
title_full_unstemmed Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
title_sort Students’ notetaking during lectures: an examination of resources, motivation, and learning styles.
author_id_str_mv 2783c6b92fb55e86c7df55412d2060c7
94b4f1c7033b10801cd7696329c5d15d
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author_id_fullname_str_mv 2783c6b92fb55e86c7df55412d2060c7_***_Ellen Spender
94b4f1c7033b10801cd7696329c5d15d_***_Richard Baylis
b4dd73821ce17c52521386cd177395bb_***_Lukas Helikum
author Ellen Spender
Richard Baylis
Lukas Helikum
author2 Ellen Spender
Richard Baylis
Lukas Helikum
format Conference Paper/Proceeding/Abstract
container_title BAFA Accounting Education SIG Annual Conference 2024
publishDate 2024
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Accounting and Finance{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Accounting and Finance
document_store_str 0
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description PurposeIn today’s learning environment, students can take notes in a wide range of ways from the traditional – longhand, to the modern – digital. A recent systematic review and meta-analysis of notetaking approaches concludes that there is no difference between traditional and modern notetaking approaches by students on performance when all other things are kept constant (Voyer et al., 2022). However, students do not make decisions in a vacuum, so all things are unlikely to be constant. In this study, we investigate how a student’s access to resources, motivation to study, and learning strategy affect their notetaking behaviour and academic success.Design/methodology/approachA survey methodology with undergraduate students is used to collect the necessary data. We collect a mix of quantitative and qualitative data on student demographics, academic success, and notetaking activities as well as specific learning characteristics that may impact their engagement with notetaking. This includes well-established instruments such as the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991) and the Abbreviated Technology Anxiety Scale (Wilson et al., 2023).Practical and social implicationsAssessing whether a student’s notetaking strategy is by choice and planned, or forced by modern societal norms and practices, will allow educators and students to question whether other methods of notetaking need to be explored to ensure they access optimal learning strategies.
published_date 2024-05-30T05:36:24Z
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score 11.29607

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