Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students

被引：3

作者：

Chiu, Chiung-Hui ^{[1
]}

Cheng, Hsiao-Wei ^{[1
]}

Wu, Chiu-Yi ^{[1
]}

机构：

[1] Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, 162 Heping East Rd,Sect 1, Taipei 10610, Taiwan

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2016年 / 109卷 / 02期

关键词：

note taking; Google Docs; Coediting; questioning strategy; elementary students; PROBLEM-SOLVING PROCESSES; NOTE-TAKING FUNCTIONS; CONCEPTUAL-FRAMEWORK; NOTETAKING; COMPREHENSION; PROMPTS; LECTURE;

D O I：

10.1080/00220671.2014.924471

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.

引用

页码：111 / 121

页数：11

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