| The purpose of this study was to examine how a guided online notetaking form influenced learners' performance on achievement, note quantity, and note quality and to investigate the interaction between metacognitive awareness and online notetaking forms with respect to notetaking behaviors and achievement. A 2 x 2 factorial design was used for this study. The factors were as follows: (1) notetaking forms (guided-form versus free-form); and (2) levels of metacognitive awareness (high versus low). One hundred eighteen undergraduate students participated in this study.;The results indicated that the guided note form was more effective than the free note form in relation to posttest scores, compactness of notes, and note scores. However, the findings did not confirm expected differences between the high metacognitive awareness group and the low metacognitive awareness group for posttest scores, compactness of notes, selection of words for copying-and-pasting, and note scores. Overall, this study supports the findings of previous studies indicating that typing notes yielded higher performance achievement than copying-and-pasting notes. The study also indicated that when both options were available, copying-and-pasting was the most common method of notetaking while reading the online text. |
