The Effects of a Collaborative Learning Approach with Digital Note-Taking on College Students’ Learning Achievement and Cognitive Load

Abstract

The purpose of this study was to investigate the effects of a collaborative learning approach with a digital note-taking method on college students’ learning achievement and cognitive load in computer network courses. An experiment was conducted using a sample of 42 students from a class of a university in central China. Students were randomly divided into three groups, with each group consists of 14 students. The experimental group A employed a collaborative learning approach with a digital note-taking method and the experimental group B that employed a conventional lecturing approach with a digital note-taking method, while the control group that employed a conventional lecturing approach and traditional note-taking with pen and paper. Students in the classes studied computer network courses for 6 weeks. The pre- and post-tests showed that the students with a collaborative problem-solving approach and employ the digital note-taking method in classroom instruction have a significantly higher learning achievement while significantly lower extraneous load than that of students with the conventional lecturing approach and traditional note-taking with pen and paper.