Note-Taking Activities and Student's Reflections Upon Their Learning Efficacy During a Blended Learning Course

In addition to improving learning behaviour, note-taking activities may affect various aspects of participant's emotional efficacy, such as learning satisfaction. To examine this behavioural improvement and study its effectiveness, the relationships between participant's evaluations of their own self-efficacy and their note-taking activities was analysed. The contents of notes students took during the course were lexically evaluated. The number of valid participants was 27. Four indices of note-taking activities were extracted from the lexical analysis. Correlation analysis was conducted, and according to the provisional results of the correlation analysis between the four indices of note-taking and the student's characteristic of their own degree of self efficacy, there were some significant relationships between note-taking indices and some self assessment indices, such as word rates in their notes and the degree of out of course study, and between content coverage of notes taken and self understanding.