Should Middle School Students with Learning Problems Copy and Paste Notes from the Internet? Mixed-Methods Evidence of Study Barriers
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| Title: | Should Middle School Students with Learning Problems Copy and Paste Notes from the Internet? Mixed-Methods Evidence of Study Barriers |
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| Language: | English |
| Authors: | Igo, L. Brent, Bruning, Roger A., Riccomini, Paul J. |
| Source: | RMLE Online: Research in Middle Level Education. 2009 33(2). |
| Availability: | National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 10 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools |
| Descriptors: | Middle School Students, Special Education, Learning Problems, Internet, Information Sources, Notetaking, Reprography, Duplication, Barriers, Learning Processes, Study Skills |
| ISSN: | 1940-4476 |
| Abstract: | In the experimental phase of this mixed-methods study, 49 middle school students receiving special education services took notes from the Internet under either a written notes or a copy-and-paste notes condition. Immediate, cued-recall measures of factual learning showed that students who wrote their notes were better able to recall what they had noted, although recall was low for all students. However, after a one-week delay (which included two classroom opportunities to study their notes), students who pasted their notes performed significantly better on two different measures of factual learning than students who wrote their notes. Follow-up student interviews and analyses of notes revealed a robust explanatory theme: many written notes contained barriers to learning (e.g., illegible handwriting, spelling errors, and/or indecipherable paraphrases), which likely reduced the benefit of study time. Implications for instructing this population of students to use copy and paste while gathering information on the Internet are discussed. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 34 |
| Entry Date: | 2010 |
| Accession Number: | EJ867141 |
| Database: | ERIC |
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| Abstract: | In the experimental phase of this mixed-methods study, 49 middle school students receiving special education services took notes from the Internet under either a written notes or a copy-and-paste notes condition. Immediate, cued-recall measures of factual learning showed that students who wrote their notes were better able to recall what they had noted, although recall was low for all students. However, after a one-week delay (which included two classroom opportunities to study their notes), students who pasted their notes performed significantly better on two different measures of factual learning than students who wrote their notes. Follow-up student interviews and analyses of notes revealed a robust explanatory theme: many written notes contained barriers to learning (e.g., illegible handwriting, spelling errors, and/or indecipherable paraphrases), which likely reduced the benefit of study time. Implications for instructing this population of students to use copy and paste while gathering information on the Internet are discussed. (Contains 1 table.) |
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| ISSN: | 1940-4476 |
