The Correlation between the Quality of Simple Notetaking for the Confirmation of Video Viewing and the Academic Performance of Students in an Online Video Lecture

In an online video lecture using fill-in-the-blank slides, students were required to take notes based on date, the number of class session, student number, name, blank numbers and corresponding answers in the slides for the confirmation of their video viewing. After the lecture, each student took pictures of note records using a scanning application and submitted them as a pdf file to the course instructor. When more informative and/or well-organized records, standard records and records containing deficiencies or errors were graded A, B and C, respectively, students who each submitted the A-graded record had significantly higher scores in their academic performance, the percentage of correct answers on the unit test and subject exam, GPA and the number of credits earned in the previous and implementation years. This tendency was especially pronounced for the male students, while there was no correlation for the female students.