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A Study of Visual Notetaking and College Age Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Study of Visual Notetaking and College Age Learners./
Author:	Quirion Hutton, Ann Marie.
Description:	1 online resource (94 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355752427

A Study of Visual Notetaking and College Age Learners.
Quirion Hutton, Ann Marie.

A Study of Visual Notetaking and College Age Learners. - 1 online resource (94 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Lamar University - Beaumont, 2017.

Includes bibliographical references

This qualitative case study explored the experiences of college age learners using visual notetaking to aid learning. The following research questions guided this descriptive case study: How do college age learners perceive visual notetaking as a means of retaining and understanding information? How do college age learners believe that visual notetaking affects their learning? What were the perceived challenges of visual notetaking as reported by college age learners? Participants were instructed on visual notetaking, participated in a short online post lesson survey, and then were asked to use visual notetaking in their learning for a period of two weeks. After such, interviews with eight participants along with the data from a post lesson survey provided insight into the college age learner as a visual notetaker. All participants expressed the belief that visual notetaking was a positive learning strategy. The Dual Coding Theory (DCT; Mayer, 2014; Paivio, 1971; Pavio, 2014), where images and words are used together to support the learner with greater recall, supports this belief. Deeper thinking and creative expression were also reported and reflect findings from Barton, Sawyer, and Swanson (2007). Implications for future practice include introducing and encouraging students and teachers to utilize visual notetaking as a learning strategy for increased understanding, opportunity for creative expression, and improved learning outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355752427Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Study of Visual Notetaking and College Age Learners.
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100 1 $a Quirion Hutton, Ann Marie. $3 1194695
245 1 2 $a A Study of Visual Notetaking and College Age Learners.
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300 $a 1 online resource (94 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Kaye Shelton.
502 $a Thesis (Ed.D.)--Lamar University - Beaumont, 2017.
504 $a Includes bibliographical references
520 $a This qualitative case study explored the experiences of college age learners using visual notetaking to aid learning. The following research questions guided this descriptive case study: How do college age learners perceive visual notetaking as a means of retaining and understanding information? How do college age learners believe that visual notetaking affects their learning? What were the perceived challenges of visual notetaking as reported by college age learners? Participants were instructed on visual notetaking, participated in a short online post lesson survey, and then were asked to use visual notetaking in their learning for a period of two weeks. After such, interviews with eight participants along with the data from a post lesson survey provided insight into the college age learner as a visual notetaker. All participants expressed the belief that visual notetaking was a positive learning strategy. The Dual Coding Theory (DCT; Mayer, 2014; Paivio, 1971; Pavio, 2014), where images and words are used together to support the learner with greater recall, supports this belief. Deeper thinking and creative expression were also reported and reflect findings from Barton, Sawyer, and Swanson (2007). Implications for future practice include introducing and encouraging students and teachers to utilize visual notetaking as a learning strategy for increased understanding, opportunity for creative expression, and improved learning outcomes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Lamar University - Beaumont. $b Educational Leadership. $3 1181652
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619415 $z click for full text (PQDT)