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Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n<jats:p>The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each group was also low.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n<jats:p>Designers and teachers using online collaborative activities could benefit by understanding the nature in which peer comments can enhance student learning, bearing in mind the need for explicit guidance in how to comment and at what level of knowledge their comments should target.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title>\n<jats:p>Online collaboration, peer editing and commenting is widely used by educators and the public. A better understanding of how these elements operate might improve the quality of knowledge artefacts such as academic writing and research notes.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>Existing literature focuses mainly on peer feedback on writing or other artefacts; this paper seeks to find out more about the impact of comments in particular on collaborative note-taking.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-01-2021-0011","type":"journal-article","created":{"date-parts":[[2021,7,12]],"date-time":"2021-07-12T06:58:11Z","timestamp":1626073091000},"page":"222-235","source":"Crossref","is-referenced-by-count":8,"title":["Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy"],"prefix":"10.1108","volume":"19","author":[{"given":"Han","family":"Zhang","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ashleigh","family":"Southam","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mik","family":"Fanguy","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jamie","family":"Costley","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2021,7,9]]},"reference":[{"issue":"3","key":"key2022051008295199100_ref002","doi-asserted-by":"crossref","first-page":"140","DOI":"10.1108\/17415650911005366","article-title":"Blended and online learning: student perceptions and performance","volume":"6","year":"2009","journal-title":"Interactive Technology and Smart Education"},{"issue":"2","key":"key2022051008295199100_ref003","doi-asserted-by":"crossref","first-page":"159","DOI":"10.1080\/02619768.2015.1116513","article-title":"A case study on written comments as a form of feedback in teacher education: so much to gain","volume":"39","year":"2016","journal-title":"European Journal of Teacher Education"},{"issue":"3","key":"key2022051008295199100_ref004","article-title":"Evaluating peer learning and assessment in online collaborative learning environments","volume":"36","year":"2017","journal-title":"Behaviour and Information Technology"},{"issue":"3","key":"key2022051008295199100_ref005","doi-asserted-by":"crossref","first-page":"346","DOI":"10.1080\/02635143.2018.1557628","article-title":"Using and rejecting peer feedback in the science classroom: a study of students\u2019 negotiations on how to use peer feedback when designing experiments","volume":"37","year":"2019","journal-title":"Research in Science and Technological Education"},{"issue":"2","key":"key2022051008295199100_ref006","doi-asserted-by":"crossref","first-page":"110","DOI":"10.1108\/ITSE-05-2017-0027","article-title":"Investigating and critiquing teacher educators\u2019 mobile learning practices","volume":"14","year":"2017","journal-title":"Interactive Technology and Smart Education"},{"issue":"1","key":"key2022051008295199100_ref016a","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1111\/j.2044-8279.1988.tb00874.x","article-title":"Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance","volume":"58","year":"1988","journal-title":"British Journal of Educational Psychology"},{"issue":"8","key":"key2022051008295199100_ref007","doi-asserted-by":"crossref","first-page":"1315","DOI":"10.1080\/02602938.2018.1463354","article-title":"The development of student feedback literacy: enabling uptake of feedback","volume":"43","year":"2018","journal-title":"Assessment and Evaluation in Higher Education"},{"key":"key2022051008295199100_ref008","doi-asserted-by":"publisher","first-page":"250","DOI":"10.1016\/j.chb.2015.05.056","article-title":"Assessor or assessee? 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