Collaborative note-taking:

https://www.isetl.org/ijtlhe/pdf/IJTLHE2035.pdf - takeaway: It was also enlightening to see what students reported as the most useful aspects of collaborative notes. The highest marks went to preparing for tests, learning, and interacting with classmates. In a close fourth came pay attention.

https://www.plu.edu/faculty-resources/faculty-development/teaching-learning-resources/teaching-at-plu/collaborative-note-taking/ - takeaway: There are several ways to effectively utilize collaborative note taking. One popular strategy is to assign roles and responsibilities to each member of a note taking team. For instance, one person may summarize questions and answers asked during class, another might list key terms, people, or dates, and a third person could note connections to prior readings or discussions. Alternatively, faculty might consider having students take hand-written notes during class for later use. Students could be asked to review their personal notes and then collectively organize major themes and takeaways from the week (providing points as motivation). Or, personal notes could be used periodically to create a collective study guide, where each group member contributes to a document designed for exam preparation.

https://www-tandfonline-com.kean.idm.oclc.org/doi/full/10.1080/87567555.2020.1786664 - takeaway: Collaborative learning refers to “working in a group of two or more to achieve a common goal, while respecting each individual’s contribution to the whole” (McInnerney and Roberts 2009, 205). The benefits of collaborative learning are well documented (Laal and Ghodsi 2012). Research suggests that teaching and learning that encourages students to work together to complete tasks is positively associated with learning outcomes (Terenzini et al. 2001) as well as students’ openness toward diversity (Cabrera, et al. 1998)—an important precursor to more inclusive and equitable university learning spaces.