Abstract
Study objectives: The present study investigated the effects of self-recording versus feedback in the acquisition of basic skills needed for note-taking on behalf of students with hearing impairments. Design: The 2-way ABC design consisted of 3 phases: baseline, self-recording or feedback, and self-recording and feedback. Settings: The present study was conducted in a simulated university lecture setting. Participants: 10 university students with no previous experience with note-taking. Independent variables: Self-recording using a score sheet and/or graphic feedback on accuracy. Measures: (1) Accuracy: percentage of the total points on the score sheet, (2) speed: letters typed per minute, and (3) evaluation of subjective quality. Results: Feedback improved note-taking speed, but accuracy did not increase. After self-recording was introduced, accuracy gradually increased, and the results for all participants met the criterion. Conclusion: The present results suggested that self-recording was effective in improving note-taking skill, whereas feedback on accuracy alone had only a limited effect.
