NotePals: lightweight note sharing by the group, for the group
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
International Journal of Human-Computer Studies
Livenotes: a system for cooperative and augmented note-taking in lectures
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The Wisdom of Crowds
WMTE '05 Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education
Exploring the potential of mobile phones for active learning in the classroom
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Noteblogging: taking note taking public
Proceedings of the 39th SIGCSE technical symposium on Computer science education
ICALT '09 Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies
Easing the transition: a collaborative learning approach
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
A focus group study of student attitudes to lectures
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
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The lecture is still the primary teaching and learning form in university and will remain so due to its cost-effectiveness. However, student disengagement caused by the traditional didactic style of lecture - with its one-way information flow allowing little or no interaction - prevents some students from taking full advantage of this learning paradigm. Some work has been done to address this issue by re-designing lectures to incorporate more lecturer and-student interaction, but has yet to be widely adopted. In this paper, we present an approach to applying a student-centred collaborative learning pedagogy into the lecture environment through a novel real-time collaborative note-taking application GroupNotes which encourages students to proactively engage themselves by means of student-andstudent interaction on smartphones. Benefits of this small group interaction is reducing the feeling of isolation that students feel in large lecture theatres through a sense of belonging as well as the incentive to remain on task through peer pressure from within that group.