Enhancing Pre-Class Content Learning in a Flipped Classroom: An Experimental Study of the Benefits of Note-Taking

This research-to-practice full paper describes an experimental study investigating the benefits of note-taking to enhance pre-class content learning in a flipped classroom (FC) environment applied to an Engineering Physics course. In an FC, fundamental content learning occurs before the class (targeting low cognitive levels on Bloom's taxonomy), allowing in-class time to reinforce and apply concepts (addressing high cognitive levels on Bloom's taxonomy). However, there is a lack of empirical and controlled research studies investigating optimal strategies for obtaining high-value pre-class content learning. This study aims to contribute to this matter. Four groups are considered, each comprising an average of 40 students, following the FC instructional methodology. Pre-class activities precede the class, including reading prepared documents and watching prepared videos. In-class assessments consist of a brief multiple-choice test (maximum of 5 questions) related to the pre-class activities, aiming to evaluate low cognitive levels on Bloom's taxonomy. To enhance note-taking practices, students are encouraged to take notes, and at the beginning of the course, a video showcasing five note-taking strategies is provided. The experiment carried out along one of the chapters revised in the Engineering Physics course includes one control group and one experimental group. In the control group, students are encouraged to take notes without additional guidance, whereas in the experimental group, students receive a fill-in-the-blank style note- taking guide. The results indicate that students who engage in note-taking, irrespective of the strategy used, outperform those who do not take notes. It is well-documented that note-taking produces an improvement in the in-class learning process. Here, we show how this benefit can be translated to activities before class, enhancing self-regulation learning and reducing the cognitive load during in-class note-taking. Regarding the note-taking guide, there is no significant evidence to support the improvement of student performance. This lack of progress may be attributed to the nature of the guide, using a linear note-taking strategy that ends with non-generative notes. This study shows the benefits of note-taking in enhancing pre-class content learning in an FC environment applied to an Engineering Physics course and invites us to rethink how the note-taking guide structure could encourage the production of generative notes.