Does OneNote Have the Potential to Replace and Improve on the Traditional Exercise Book?

Does OneNote have the potential to replace and improve on the traditional exercise book?

learners” as they have little capacity in their working memory left over to take on new information.

Adam Fazal; Geography Subject Leader, Wycombe High School

OneNote is an innovative tool that allows teachers to set up a ‘Class Notebook’ (Figure 1) as a part of the Office365 package for schools. Microsoft (2016) claim that OneNote is capable of “changing the nature of the classroom with new interaction, feedback and collaboration models that were not possible before”. As such, this seemed an app with the potential to satisfy all of the benefits noted by Hallissy et al. (2014) earlier.

Introduction In recent years, Wycombe High School has invested heavily in the installation of BYOD infrastructure, as have students and parents in tablet devices, in order to improve the learning experience and outcomes. The School Development Plan (SDP, 2015) aims to have “Years 10 and 11 using BYOD devices in lessons during 2016 and whole school by 2017”.

However, there is a danger, following such investment, that new technology is allowed to languish in students’ bags unused.

Nesta (2012) claim that, despite heavy investment from the education sector, technology has brought about few tangible improvements to the learning experience or attainment. As Singh et al. (2012) are keen to point out, “it is not technology itself that matters, but how it is used”. Thus, it is paramount that appropriate time and effort is placed into researching and trialling different uses for the devices in order to maximise their potential and deliver a 21st century education for students.

Concluding on evidence from a wideranging multi-school study, Hallissy et al.

(2014) assert that tablets, when used correctly, can lead to increased student enthusiasm and innovative opportunities for independent learning, whilst also providing exciting new platforms for collaboration. They also acknowledged the economic saving that can be made through the reduction in photocopying and printing.

Conversely, Kalyuga and Liu (2015) argue that there is a danger of overwhelming students’ working memory through the use of additional technology, as learners are often required to make decisions about sequencing and pacing of learning.

Referring to cognitive load theory (Sweller, 1988), they assert that whilst “advanced learners with higher levels of prior knowledge could handle this load, it could inhibit learning for less experienced

Figure 1: One Note Class Notebook

Methodology In order to investigate the merits of OneNote, two broadly similar Y10 geography classes (10U and 10T) were used parallel to one another. Both classes were taught as normal, using exercise books to make notes and textbooks to access information, for the first topic (T5).

They were then both assessed in the same way, with a section from an unseen past paper exam as an end of topic test (EOTT).

Results from this were recorded in terms of grade and percentage to be analysed later.

The main intervention would take place for the next topic (T6), with a ‘class notebook’ complete with content library, collaboration space and individual student notebooks - created for 10U. Meanwhile, 10T were taught T6 in the same way as T5.

In the interest of reliability, each class was again given the same end of topic test for T6, completed in the same way (pen and paper), on the same day. They then completed almost identical questionnaires on survey monkey using their tablets, comprising both open and closed questions, to ask them about their learning

experience. Thus, a range of quantitative and qualitative data was collected.

Results To analyse the improvement in attainment, a comparison of EOTT results before and after intervention was made. As can be seen in Figure 2, 10U as a whole outperformed 10T in both tests, and therefore had a higher starting point. That said, there was little significant difference in the improvement of mean outcomes. Both classes experienced increases in attainment, with 10U experiencing a 2% increase whilst 10T experienced a 2.4% improvement. Whilst the figure is slightly greater for the group without the intervention, this is negligible and could be attributed to the fact that 10T had more room for improvement to begin with.

in 10U agreed more strongly that lesson content was easily accessible, catching up on missed lessons was simple and home learning was accessible. Both classes still, as a whole, disagreed that OneNote had the potential to replace their exercise book.

However, far fewer students disagreed in the intervention class (10U) than in 10T. Qualitative data was also obtained from the questionnaire with 10U. Common positive feedback included the ability to easily share work and view exemplar notes, speed and ease of use and the ability to access from home. Conversely, other students felt that it was difficult to use, particularly those with Android devices. Others felt more time was needed to get used to it throughout the year and would have preferred it if the use was optional for each given task (Figure 3).

Figure 3: Word cloud of student responses.

Conclusions Figure 2: Outcomes in EOTTs

That said, if we analyse the data more closely and consider only the highest (A*) and lowest (D and below) attaining students of each class, a widening impact emerges. In 10U, high achieving students on average scored 6.4% better than their previous test. Students previously working at a D or below on average scored 4.5% worse than on their previous test. That said, higher performers (9%) in 10T also made more substantial progress than lower achievers (1.7%), although it should be noted that the attainment gap was larger in the intervention class 10U. Referring to the questionnaire, students in both classes agreed that lesson content was interesting, learning was enjoyable, the full content was covered, substantial progress was made and notes were well organised. On each of those statements, however, 10T agreed (on average) slightly more strongly than 10U. However, students

In light of the above, this study concludes that:  

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OneNote use neither improves nor hinders attainment.

It has little tangible impact on overall engagement and enjoyment from student to student.

It may have resulted in slower progress for weaker students due to excessive cognitive load.

OneNote does have the potential to replace the traditional exercise book, and in many ways improve it, but it isn’t quite there yet.

Recommendations   

Trial the use of OneNote on a broader scale.

Give greater choice to the students for given tasks.

Feedback to Microsoft on compatibility issues with Android.