The effects of collaborative note-taking in flipped learning contexts

Matthew P. Baldwin, Mik Fanguy, Jamie H. Costley

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)


While the benefits of shared note-taking during live lectures have been studied, the effects of shared note-taking in e-learning environments merit examination since such courses often feature asynchronous video lectures, allowing students to work together to construct notes over longer periods of time. A study (n=92) was conducted in the context of a flipped scientific writing course at a Korean university to investigate the effects of collaborative online note-taking on student learning. Students in the course were divided into two groups: members of the control were simply directed to view course videos and take notes individually, and members of the experimental group were asked to take collaborative notes in a shared online document. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. However, significantly higher scores on related online quizzes and individual writing assignments were found in groups who took notes actively and for individuals who were major contributors to the group notes.

Original languageEnglish
Pages (from-to)25-35
Number of pages11
JournalJournal of Language and Education
Issue number4
Publication statusPublished - 2019
Externally publishedYes


  • Asynchronous instruction
  • Collaborative note-taking
  • Flipped classroom
  • Online learning
  • Online lecture videos

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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