This study examines the effects that online collaborative note-taking has on student performance. The study draws on 10 weeks of data from 273 STEM university students who were collaborating in 61 groups. Group and individual learning were assessed weekly by evaluating the completeness of collaborative note-taking documents and subsequent individual assessments. Analysis suggested up to 23% of the variation in course performance could be attributed to between-group effects. Further, a series of 10 multilevel temporal models suggested no substantive effects in the first half of the course, though in the second half of the course, groups that co-created more complete course notes tended to exhibit improved average student performance. We speculate that the learning advantages afforded to student groups that produce more complete course notes may be delayed. This study adds to the growing body of research into the effects that collaboration has on student learning.

本研究考察了在线协作笔记对学生表现的影响。该研究利用了来自 61 个小组的 273 名 STEM 大学生的 10 周数据。通过评估协作笔记文件的完整性和随后的个人评估，每周对小组和个人学习进行评估。分析表明，多达 23% 的课程表现变化可归因于组间效应。此外，一系列 10 个多级时间模型表明在课程的前半部分没有实质性影响，但在课程的后半部分，共同创建更完整课程笔记的小组往往表现出提高的平均学生成绩。我们推测，提供给生成更完整课程笔记的学生群体的学习优势可能会延迟。这项研究增加了越来越多的关于合作对学生学习的影响的研究。