The Effect of Integrating Web 2.0 Technology in Collaborative Note-taking on Elementary Students' Science Learning

Abstract

The purpose of this study was to examine the effectiveness of collaborative note-taking and to find the difference between co-editing note-taking and sharing note-taking in science learning performance, note-taking performance, and satisfaction for taking notes on wiki/blog platforms. Three note-taking forms were compared: co-editing condition, in which students took joint notes with groupmates on a wiki; sharing condition, in which students shared notes with groupmates on a blog; individual condition, in which students took notes individually on a wiki. Eighty-two fifth-grade Taiwanese students participated in this study. They were allocated to co-editing, sharing, or individual conditions to take notes during lectures. The results indicated that there was no significant difference among the three conditions for science learning performance. On the whole, the students using blog felt significantly more satisfied with the note-taking platform than the students using wiki.