A Proposed Framework of Online Collaborative Note-taking

Strategy in Self-Regulation Learning to Promote Instructional

Design Practice for Pre-Service Teacher

Suthanit Wetcho*
Jaitip Na-Songkhla
Chulalongkorn University, Bangkok, THAILAND
suthanit.w@g.chula.edu

Keywords: Collaborative Notetaking, Reflective Practice, Self-Regulation, Instructional Design, Pre-Service

Teacher
Abstract

In the 21st century, teachers need to continuously develop their knowledge and skills to work creatively
on new ideas. ISTE (2008) standards outlined the teacher’s model, which has emphasized on the improving of
learning and enriching professional practice by using a variety of digital age media formats. Similarly, The
Office of the Basic Education Commission of Thailand (2010) defined teacher qualification competency as both
a core competency and a functional competency. A pre-service teacher who is likely to pursue a career in the
education system needs to develop these competencies during their period of study. Core competencies such as
a working motivation for achievement, self-development, and teamwork are required for a pre-service teacher in
a teaching preparation program. As for functional competencies, curriculum and learning management is listed
as the most important part of professional development. When the goal of instructional design practice has been
set, Self-Regulation Learning is a crucial tool used to control responsibility of one’s learning, and consists of
self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2002). However, from a
social-cognitive perspective, the causal factors outlined for motivation include environmental factors. Due to
this, self-regulation is a multifaceted process in thought and behavior (Bandura, 1991). During the period that
pre-service teachers first experience a real classroom, social support from supervisors in school, university
faculty or even their peers can be considered to be environmental structuring in which the learner engages in a
common tasks in order to solve problems, complete tasks, or create products. Note-taking is one of the strategies
which serves as a cognitive tool and allows individuals to become more critical in the reflective cycle. However,
this study proposed a framework for an online collaborative note-taking strategy which creates benefits derived
from reflection in both learning contexts and the collaborative learning. The aim of this being to help pre-service
teachers adjust their personal standards and reach standardized norms during supervised, field-based teaching
experiences. The collaborative engagement process was designed to have three phases: forethought,
performance control, and self-reflection. All of these are used to promote self-regulated learning when pursuing
a classroom management based goal in the instructional design practice. The first phase is comprised of the
analysis of practical problems by researchers and practitioners (Christensen & West, 2018).

1. Introduction
Pre-service teachers begin the process of developing instructional design in schools while engaging in
practice for later professional experiences. The practices require a self-regulated process to perform
successfully, from planning the instructional learning design, to controlling their performance in learning design
and teaching, to becoming a reflective teacher in order to improve the effectiveness of their teaching. The
process of coordinating work from supervisors in schools, university faculties and among their peers all
provides feedback and supports collaborative work. Therefore, the development of a self-regulatory process in
instructional design practice is extremely important. Consequently, it is stated individual motivation may arise
from environmental factors for regulated, pre-service teachers working and learning within this context. This is
especially so when they are working collaboratively in learning design and development, and corresponds with
the theory of social cognitive learning, Bembenutty (2011).
One problem that can be observed is that pre-service teachers’ professional experience gained from
working in real-life environments often lacks effective self-regulation in learning design and development.
Because they are teaching for the first time in a real-life setting, pre-service teachers must deal with various
scenarios, arising both from the pressure of the institution and the school. Although adaptation in every area is
important when becoming a professional teacher, instructional design remains an important issue to consider in
the early stages of teaching. In some cases, students may focus on other aspects of adaptation and forget that
they need to develop the effectiveness of their teaching. As Sever (2016) stated, instruction refers to the starting,
leading, easing and implementing of learning and effective classroom management. In this research, we defined
self-regulation as the process of designing classroom management through three important steps, namely: the

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 forethought, performance, and reflection phases (Zimmerman, Bonner, & Kovach, 2009). This was completed
using collaborative notetaking to increase the efficiency of effective instruction.

2. Research Design
Design-based research is a systematic approach used to plan and implement innovations by working
collaboratively with practitioners over three phases, including: analysis and exploration, design and
construction, evaluation and reflection (Huang, Spector, & Yang, 2019). This paper presents the first phase of
the study “analysis and exploration”, as well as “the early step of design and construction”. In addition, design
thinking was introduced in conjunction with the utilization of knowledge and practice to find viable solutions
and meet needs, primarily using a technology-driven approach (Koh, Chai, Wong, & Hong, 2015b). We applied
the design thinking approach to be able to bring valuable insights into the practice of design-based research. As
a result, design thinking will play a multidisciplinary, collaborative role to produce innovative products,
systems, and services (Christensen & West, 2018; Koh, Chai, Wong, & Hong, 2015a; Skogstad & Leifer, 2011).
The elements and outcomes of this early stage of research are shown below in table 1.

Table 1. The elements and outcomes from the early stages of design-based research adapted from
(Huang et al., 2019)
Design-based research Design Thinking stages Elements Outcomes
phases
Phase1: Analysis and Empathize Learn from an audience User needs and
exploration via a semi-structured understanding of
interview problems

Define State the problem and Statement of problems

role of objectives

Early steps of Ideate Review of literature Learning design

Phase 2: Design and Draft principal to guide blueprint
construction the design of blueprint

Propose framework
Prototype Prototype

Throughout the empathize stage, we collected qualitative data using a semi-structured interview with
two pre-service teachers and one supervisor in a school setting. This was done to identify real, problematic
conditions, the result is summarized in the following table.
Table 2 Qualitative data from the empathize stage
1st Pre-service teacher 2nd Pre-service teacher English Teacher
from Advanced English from Computer and (Context of supervisor in
major. special education major. school setting).

Task Analysis Consider the issue of Looking for what kind of No fixed criteria set for
classroom management, learning environments students and do not force
therefore determine occur in the classroom them. Let students
learning environments and then think of the analyze content and
that are appropriate for issues that are organize time-
the content and time. appropriate for that management by
context. themselves.

Planning Using one style of Start with the students’ Have students make a
classroom management and the school’s needs. draft of classroom
for the whole semester. management including
However, it has been both the learning
found that the planning environments and
was not as good as it classroom rules.
should be.

Pattern of Working No fixed format but must If it is found that Have students propose
submit a plan to the learning activities don’t the classroom

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 teacher a week before work, then cancel the old management plan, but
presenting it to the ones and start to revise. without changing their
mentor. It took 2-3 hours One plan can be line of thought. Just
to develop a classroom completed within 3-4 suggest situations which
management plan and hours. can occur when using
they are completed at this activity.
one time.

Pattern of Notetaking Note-taking for ideas by Note in diary or note on Encounter Face-to-Face
writing important topics the phone as bullets and comments because when
in order so as not to checklists of media items sending via mail or
forget about them, to prevent forgetting. sharing a folder, teacher
sometimes putting the Sometimes interesting doesn't have enough time
bullet and content on the content will be recorded to check, teacher prefer
presentation slide. as hyperlinks. to sit and watch and fix.

Help-Seeking Start thinking mostly on Rarely ask for help from Providing help only
their own at first, others. Like to work when students face real
sometimes asking friends individually at first and problems but will not
if the activity is possible then ask friends for block their creativity
or not. Most of them input. when developing ideas
consulted friends who Seeking help from or organizing activities.
went to the same school friends when meeting
in an informal face-to-face, for
environment, like while example, at seminars.
they were having lunch.

Help-Seeking Channel Verbally discuss with Like a face-to-face style. -

friends on the Line Like to do it themselves
application. at first, then asking
Send an email to their friends who teach at the
supervisor, if the same level for comment
professor has time, they sharing.
will join the student to
aid in solving their
problems.

Working Process When they do not have Hand in classroom For the first comments
experience in a certain management plans via that are provided, it takes
area, they tend to ask for email, if there is time, 3-4 rounds of returning
opinions from people the teacher will make an feedback. After students
who know how the appointment to discuss it have a greater
subject will be taught. In with the student or if understanding, then
reality, the supervisor they don't have time, frequency will be
has high workload, send comments via decreased.
meaning that they are not email.
always able to help.

Pressure Serious mentors Pressure occurs with -

sometimes do not give high self-expectations
positive feedback, even and not understanding
if it should be. Giving the content that needs to
negative comments can be taught.
cause work pressure.

Self-Control Supervisors have high Reinforce and reward, -

expectations to do well. this could be done by
They must also think of buying things for
students who have oneself.

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 expectations of pre- Forcing oneself to finish
teachers. tasks.

Learning Motivation Looking at the benefits Watch programs that -

students receive is inspire and teacher with
important. whom you have a good
relationship to find a
solution to the problem.

Time-Management Have a time limit with Not doing as well as one -

the scope of work being should, due to not
made clear, then choose working gradually. Non-
to manage time by completed work will
oneself. become a burden in the
future.

Strategic Planning Prefer the style of sitting Work what is preferred Provide feedback before
and talking the most. personally at first, then and after the lesson.
gradually complete other However, not
tasks. If it is an recommended by the
important job, do it alone teacher as it will block
to concentrate and creativity.
relieve the pressure from
people around.

Self-Reflection Reflect upon comments Write it as a short note -

from a mentor often to on a Post-It and then
improve and implement write it again later, in a
changes. Not often post-teaching record
talking to others after document.
teaching because the Do not use the notes
focus is on making new after teaching for
learning management discussion but keep
plans. records for discussion
with supervisors.

Platforms Use email because the Have conversations and The teacher has a lot of
file doesn't disappear. talk face to face due to work and is not always
fear of misinterpretation. able to use email.
Therefore, choose to use
an offline channel or
allow the students to take
the computer with them
to edit on the computer
immediately.

Collaborative Useful but may not The concept of watching Able to work together,
Notetaking always have to be done together because it help both when typing and
because it will increase other to understand as writing.
workloads. well.

Defining change of problems and assumptions

From the semi-structured interview used during the empathize stage, the true root of the problem was
found. During the forethought period, most pre-service teachers had the same method of job analysis. When
planning, long term thinking was usually focused upon for classroom management. As for the work style, it was
found that there was no exact pattern. Most of them tended to design classroom management to be based around
the whole semester, which takes an average of 2-4 hours. While supervisors prefer to see intensive work during
the first period of a teacher’s professional experience, pre-service teachers usually relax in terms of strictness
after they have developed a good grasp of the guidelines. However, this must not prevent the creativity.

485
Regarding strategy, it has been found that students prefer to sit and talk most, and they will also do work that
they want to do first, then gradually move onto other pieces of work. As important work requires a lot of
concentration, it usually is usually done alone, relieving pressure placed on the worker by people around them.
Students often want to be alone when spending time designing learning environments. Therefore, they would
like to be provided with comments before the design process, and then to receive feedback after the teaching is
finished.
During the design process, students often record ideas in a small notebook or on mobile devices, and
document only the important topics. In the note-taking process, they select links that they see necessary to put in
a personal note. Students often draft content into a presentation slide, then adding said content to the learning
management plan later. Despite this, it is preferred by the supervisor of the educational institution to engage in
face-to-face feedback, for the reason that they do not have enough time reply to emails. In addition, help-
seeking personalities mostly tend to plan alone. If unable to complete tasks, they will ask for the opinions of
friends, for example, whether it is possible to complete the activity or not. Most of them would consult friends
who went for teacher training at the same school in informal environments, such as while eating lunch. The
main method of asking for help consists of verbally communicating with friends, using the LINE application
and email as communication tools. However, in a real-life situation, it was found that most students still had to
print out the learning management plan, and then send it as a document to the teacher. The plan was then used
by supervisors to sit down with the student and engage in further discussion.
It was found that most pre-service teachers did not like it when the teacher gave direct instructions on
what to do. They tended to complete tasks firstly by themselves, then taking on comments later. While thinking
about design, classroom management plans are often shared with peers who are studying on the same level as
themselves. They tend to ask for opinions only from those who are not familiar with the scenario at hand. Due
to the supervisor having a high workload, they were often unable to help at all the time. In terms of work
pressure, pre-service teachers like to receive positive feedback to increase positive motivation. In addition,
rewarding oneself is another method that can be used to motivate. Sometimes, they choose to use media such as
inspiring videos that speak about topics which motivate them in order to design an effective classroom
management plan. As for time management, pre-service teachers like the time and the scope of work to be set
out clearly, so that they can manage their time by themselves. However, it was found that most students do not
manage time well.
During the stage of reflection, it was found that students lean towards writing their own short notes on
post-it notes. Supervisors would provide a lot of comments to be used for improvement and then write
summaries after teaching in their own format. However, most did not talk to others after teaching because they
were inclined to focus on making new learning management plans. Lastly, when it comes to the platform that is
used, there are students who use email because the file can be kept as evidence and does not end up being lost.
Though, they also like face-to-face conversation, because they fear misinterpretation and they can ask about
items that they do not understand clearly. Conversely, the supervisors have a very high workload and are not
always able to use email. Therefore, they choose to use communication methods such as the LINE application,
or turning on the computer and sending feedback immediately. Lastly, if there were a platform that allows them
the opportunity to take notes together, it would be useful, but they may not have time to use it after each session
because of their heavy workloads.

Additional findings
The assumptions that were made are both consistent and inconsistent with the qualitative data. In
addition, it was found that if the framework was developed to facilitate the self-regulation of learning in the
design of classroom management, it should have the following important characteristics;
• Set a clear work goal.
• Specify the duration and scope of work.
• Customize notification styles, manually configuring notifications.
• Chat both synchronously and asynchronously.
• Formulate one's own work strategy.
• Save ideas in personal notes in an unofficial format.
• Supporting and seek help when needed.
• Create a submission area and keep notebooks together.
• Reward and send the positive feedback in various forms.
• Allow the media to create motivation.
• Build a collection of evidence and trace work.
• Self-control tools.
• Self-reflection tools.
• Self-assessment both in the form of checklists and ratings.

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Ideate Stage
The creation of solutions to problems must use previous theory, as well as research and practice which
consist of the synthesis of theories related to instructional design in this research context. Self-regulated
learning, collaborative note-taking and communication platforms are also important in this process. This allows
us to develop the features necessary to create the prototype as follows;

Pre-Service Teacher Instructional Design Practice

The demand to help students develop 21st century competencies is increasing, so we need to reevaluate
prospective teachers who are developing their potential to work creatively with ideas for sustained teaching
improvement (Koh et al., 2015b). As stated in the ISTE Standards (ISTE, 2008), the effective teacher model is a
teacher who inspires student learning and creativity using their knowledge of subject matter, teaching and
learning, and technology. These teachers will also able to communicate relevant information and ideas
effectively to students, parents, and peers using a variety of digital age media and formats. Consistent to
UNESCO (2008), and according to the ICT teacher Competency Standards, the professional development of
teachers is a key part of becoming master learners and knowledge producers themselves when in teaching
practice. Effective teaching and learning cannot take place without applying classroom management
sufficiently. Therefore, a teacher will take the role of classroom manager, setting the classroom rules and
creating an effective learning environment (Sever, 2016). Davis (2018) proposed a solution of bringing in
stakeholders including university faculties, supervisors, cooperating teachers, and pre-service teachers, and
having them work together to incorporate and agree upon a positive learning environment to be used in the
classroom. Lawrence-Wilkes and Ashmore (2014) stated the role of reflection in learning and development, as
embedded in professional education for educational practitioners. This allows for continued professional
development, work-based learning and lifelong learning. Teachers might reflect on the contextualization of
multiple factors in order to create both a layout and the students’ preferred learning environment (Hamilton,
2019).

Self-Regulated Learning
When a goal of instructional design practice has been set, self-regulated learning become a crucial
process used to control responsibility. Self-regulated learning consists of three keywords: Learning, which
means activities in the pursuit of knowledge and development of governance skills. Regulation, which is the
examination of work in its current state compared to the goals that have been set, such as learning goals. Self,
which means the context of achieving one's personal goals. Therefore, self-regulated learning means the
acquisition of knowledge and skills done in a self-navigated manner, and using one’s own motivations. Students
can set their own goals and learning strategies in order to achieve main goals by relying on periodic self-
assessment, comparing current work and strategies to goals set, and then adjusting strategies as needed (Hall &
Goetz, 2013). Whereas Zimmerman (1989) proposed the cycle of regulation including person, behavior, and
environment which all affect each other, and later on, Zimmerman (2002) specified the model of self-regulated
learning consisting of 3 important phases, which are the Forethought Phase, Performance Phase, and Self-
Reflection Phase.

Collaborative Note-taking strategy

Previous research has shown different methods of notetaking. E.g. The Learning Strategies Center
(2001) Cornell University has outlined a process of taking notes, including recording lectures and using note
columns. Other methods include the use of questions to reflect on the content by asking oneself questions. An
example of this would be, what is the importance of facts? What are the principles? The final method is a review
that takes at least ten minutes every week to check what has been recorded. This process can be applied to the
design of teaching and learning conducted by students in the teaching profession. However, from a social
perspective, Seel, Lehmann, Blumschein, and Podolskiy (2017) have revealed the three presences (Social,
Cognitive, Teaching) and their relation to instructional activities. This concept is in line with the social cognitive
theory that was originally developed by Bandura (1976), who described social learning theory as a learning
process that can occur from other people. This happens through the observation or modeling of the experiences
of others, without the need to experience trial and error by oneself. The learning process occurs during
interaction with an environment and taking part in an observing or imitating process.
We brought both concepts together and integrated them with emerging technology which has resulted
in more notes being made online. Yang and Lin (2015) proposed online collaborative notetaking strategies that
allow other people to use online memo boards, which can be combined on the same sheet for the same period.
Reflection was defined by Glasswell and Ryan (2017) as a collaborative process which engages others to enable
them to think differently. This process can be applied to teaching design in both learning planning and
controlling of efficiency in learning design. Pre-service teachers might reflect in order to improve efficiency,

487
encourage stakeholders to participate, expand ideas, and provide necessary support and feedback. In this study
we synthesized the tools and platforms that can be used by pre-service teachers for collaborative notetaking.

Table 2. Synthesis of the right tools for collaborative notetaking

Goodnote Noteability Evernote Word Onenote Google Sketchboard Microsoft
Tools Document Sheet Whiteboard
Onedrive
Web Application        
Mobile Application        
Import files        
Typing        
Collaborative-typing        
Free Handwritten        
Drawing Pen        
Sharing to others        
Free        
In App-purchases        

A Proposed Framework
The design of the online collaborative note-taking strategy used in Self-Regulated learning for pre-
Service teachers is still in its first stage. Zimmerman's (2002) Self-Regulation model was adopted by the
researchers, consisting of three main steps, namely the Forethought Phase, Performance Phase and Self-
Reflection phase. This was done by identifying the sub-steps of issuing self-regulated learning at each stage that
is necessary and then dividing into the categories of teaching and learning under the roles of the learner and
instructor. We have drafted the concept of collaborative notetaking to be used as a working tool. Then, the study
of related concepts and theories allowed us to develop the prototype on an online learning design platform
together with the instructional design process.

Table 3. A proposed of learning design blueprint

Steps Activity Instructional Roles of Learner Roles of
media/ Technology Instructor
Forethought Set clear goals from Collaborative Sheet Set the terminal -
Phase designing a long Task lists goal
lesson plan
Determine the Online Calendar Create a working Share a working
duration and scope timeline timeline with
of work Share the timeline instructors
with instructors
Customize the Reminder Set notifications -
notification form Notification
manually
Meet for a chat both Chat Communicate with Provide feedback
synchronously and Link to Social others as necessary as necessary
asynchronously Media Platform Send a
reinforcement
message
Define their own Task lists Set working -
work strategies strategy and tasks
Performance Create a work Online Notetaking Create Online -
Phase delivery area and Collaborative
Create Online Notetaking tools
Collaborative
Notetaking tools
Collect ideas in an Online Notetaking Taking note online -
informal format via (Free style format)
personal notes
Support and seek Collaborative Seeking help or Providing
help when needed Notetaking (sharing Giving help support as
setting) requested
Chat

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 Link to Social
Media Platform
Provide rewards and Digital Badges - -
positive feedback in Hyperlink
different ways
Provide various Video, Hyperlink - Post links or
types media to videos
create motivation
Collect learning Personal Drive Collecting work -
evidence Submit Task button
Self-Reflection Self-control and Progress bar Reflect -
Phase self-reflection Checklist
Reflect yourself Forms Self-Evaluation Student’s
with use of Portfolio Evaluation
checklists and
ratings

Fig 1. The wireframe and prototype developed for collaborative notetaking

Future Design direction

With the use of the first prototype, we have found weaknesses in the prototype which are;
- The researcher was unable to develop collaborative notetaking at this time. Therefore, links from free
to use, external readily-made resources are required.
- From the study, it was discovered that there is no application that has the ability to record both typed
and free hand notes together, including the ability share and giving further opportunities to
collaborate.

Further Research Work

This paper has thrown up the ideas of a conceptual framework of online collaborative note-taking strategy
in self-regulation learning for pre-service teacher, therefore, this is a guideline for furthering and creating a
learning community and promote productivity to improve classroom management and can be applied in the
professional development process to achieve the competencies necessary for future professional practice.
However, this is in the early stage of research, further work needs to be done to establish the fully develop web
application and whether to investigate the ease of use and the effects of using the tools on level of self-regulation.

489
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