The effect of two digital note-taking strategies (linear, non-linear) in interactive e-books on developing deep understanding and self-regulated learning skills and the perceptions of female Instructional and information technology students.

Document Type : Original Article

Author

Instructional and information Technology, Faculty of Women, Ain Shams University

Abstract

This research aimed to reveal the effect of two digital note-taking strategies (linear, non-linear) in interactive e-books on developing deep understanding skills, self-regulated learning, and the perceptions of female students of Instructional and information technology. The main sample for the research was female students of the first level of the Instructional and information technology program in the first semester. For the academic year 2023-2024, the number of students was (16) randomly divided into two equal groups. The first experimental group took linear digital notes in the interactive e-book using the Cornell strategy, and the second experimental group took non-linear digital notes in the interactive e-book using the electronic mind mapping strategy. The two digital note-taking strategies in the interactive e-book were developed according to El Gazzar's (2014) model for Instructional design, and according to the set of design standards that were identified. The researcher prepared the measurement tools, which were: a deep understanding skills test, a self-regulated learning skills scale, which were applied pre- and post-test, and a questionnaire to measure female students’ perceptions, which were applied post-test. The experimental design known as the two-group experimental design was used with pre- and post-measurements. The results of the research showed that each of the two digital note-taking strategies, whether linear or non-linear, achieved a large effect on both the deep understanding skills and the self-regulated learning skills of the female students, and achieved a high level of female students’ perceptions of: the interactive e-book, Digital note-taking strategies and use Microsoft OneNote digital notebook. The results also revealed that there was a difference between the two experimental groups in testing deep understanding skills and the level of female students’ perceptions in favor of the second experimental group, which took non-linear digital notes using an electronic mind mapping strategy, and that there was no difference between the two experimental groups in self-regulated learning skills.

Keywords


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