Outline Notes, Student Retention and Achievement During the 2020

Online Lectures

Panos Photopoulos

, Vassilis Trizonis

, Odysseus Tsakiridis

and Dimitrios Metafas

University of West Attica, 250 Thivon & P. Ralli Str., T.K. 12241, Athens, Greece

Keywords: Outline Notes, Guided Notes, Inquiry-Based Learning, COVID-19, STEM, Online Learning.

Abstract: This paper evaluates the outcomes of the teaching initiatives implemented in March 2020 when lessons

transitioned from the classroom to the Internet due to the health crisis. They are concerned with delivering an

introductory Analogue Electronics course to first-year engineering students. The strategies included partial

instructor-provided (pi-p) notes, recorded video lectures, and continuous assessment through phase exams.

The evaluation of these initiatives was based on student performance and survey data. Although students

reported satisfaction with the partial instructor notes, participation in the phase exams declined towards the

end of the semester. Despite this decline, the overall student pass rate and average marks increased in 2020

compared to the previous academic year when teaching and assessment were conducted in person. The overall

picture highlighted the absence of an effective mechanism for retaining class participation. Reflecting on the

collected data, the course's managing team planned an educational intervention for the 2020-2021 academic

year to ensure consistent improvement. The feedback from the 2020 course delivery served as a foundation

for designing a new remote teaching process which improved student achievement in 2021.

1 INTRODUCTION

The sudden transition from in-person to online

teaching during the COVID-19 hygienic crisis posed

significant challenges in engineering education,

superseding those that appeared in previous crises

(Gelles et al., 2020). Students and instructors

struggled with increased workload, inappropriate

learning environments, and communication

difficulties (Manierre et al., 2022; Simonova et al.,

2023; Vukašinović et al., 2023).

The sudden shift from classrooms to online

platforms in March 2020 raised concerns about

increased student passivity during classes (Krapf &

Pfefferkorn, 2022; Photopoulos et al., 2021;

Photopoulos & Triantis, 2022). In the remote

environment, students were challenged to decide

which part of the teaching was important enough to

note and what could be skipped (Krapf & Pfefferkorn,

2022). During synchronous online lectures, students

had to simultaneously pay attention, understand the

https://orcid.org/0000-0001-7984-666X

https://orcid.org/0009-0007-8128-0778

https://orcid.org/0009-0006-2100-7385

https://orcid.org/0009-0009-2480-0081

material, process information, and take notes—often

at a fast pace (Wong & Lim, 2023). While note-taking

is linked to higher attentiveness and academic

achievement (Credé et al., 2010; Mathews, 2021) it

can also overwhelm students, who usually end up

copying mechanically from the board or screen

without understanding (Freitag, 2020). Note-taking is

far more demanding than simply listening and jotting

down a few words. As a result, less engaged students

often avoid it altogether.

Quality note-taking increases students’

connection to teaching and learning. However, big

auditoria and remote classes increase the likelihood

of students feeling neglected and marginalised,

avoiding in-depth cognitive activities and taking poor

notes (Freitag, 2020; Gao et al., 2024; Krapf &

Pfefferkorn, 2022). Given these challenges, partial

instructor-provided notes were a solution to assist

students in note-taking and remaining cognitively

engaged during remote classes.

Photopoulos, P., Trizonis, V., Tsakiridis, O. and Metafas, D.

Outline Notes, Student Retention and Achievement During the 2020 Online Lectures.

DOI: 10.5220/0013433900003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 823-829

ISBN: 978-989-758-746-7; ISSN: 2184-5026

823

1.1 Partial Instructor-Provided Notes

As Partial instructor-provided (pi-p) notes assist the

students in making quality notes (Fang et al., 2022).

Pi-p notes vary in the level of structure and guidance

they provide to the student. In STEM courses, they

may focus on concepts and definitions or applications

and problem-solving. Pi-p notes enhance students'

engagement and concentration during lectures,

reducing unnecessary writing and enhancing

encoding, assimilation and production functions

(Biggers & Luo, 2020; Feudel & Panse, 2022;

Freitag, 2020). While these benefits are visible in any

teaching mode, they are more pronounced in face-to-

face environments. The students report more

organised notes that are easier to take when using pi-

p notes. Additionally, because they have fewer

writing responsibilities, they are more relaxed, and

they can exercise their understanding and critical

faculties (Chen et al., 2017).

Outline notes contain blank spaces for students to

fill in through free note-taking, making them suitable

for activity-oriented teaching environments. One of

the authors used the Logbook, a particular type of

outline notes, during in-person classes for over five

years to deliver an eighth-semester course,

“Nanoelectronic Devices.” During this time, student

retention and examination pass rates remained

consistently satisfactory. The Logbook effectively

orchestrated students' activities, fostering

understanding and engagement during in-person

classes (Blyth, 1994; Huang et al., 2024). The quality

of teaching materials and classroom social dynamics

were the critical success factors for active learning

(Fang et al., 2022).

1.2 The Logbook and the Class

As an instructional material, the Logbook breaks

down "theory" into a series of carefully designed

questions, reducing the professor's monologue and

emphasising collaboration for learning and

understanding. During a typical in-person class with

the Logbook, students worked in groups (Ben Ammar

& Minalla, 2024) to complete the Logbook tasks. The

instructor/facilitator patrolled the room, listening to

student discussions and, when necessary, intervening

and guiding the students in the learning process.

Interaction between groups was encouraged.

Occasionally, the teacher asked students from one

group to explain their answers to the whole class. In

this way, the groups could compare their answers and

resolve any contradictions. The Logbook transformed

lectures into learning and understanding sessions

articulating learning and understanding in the present

time instead of postponing it to the future (Blyth,

1994).

1.3 The Sudden Online Transition

During the academic year 2018-2019, the course was

delivered through traditional lectures, but student

retention and pass rates were lower than expected.

The success of the Logbook in "Nanoelectronic

Devices" inspired its adoption for Electronics, a

compulsory first-year course. The first part of the

Logbook was available to the students two weeks

before the pandemic broke out. However, when

lectures transitioned online in March 2020, the

interactive nature of Logbook-based classes faced

significant challenges.

Creating groups on the online teaching platform

initially seemed a viable solution. Soon, it became

evident that the collaboration among students

working in isolated groups, without direct teacher

support, created confusion and questions. Most

importantly, it diminished the opportunity to openly

discuss good and less good ideas. Learning and

understanding during classes depend on students

taking learning into their own hands and developing

a community of learners where the teacher's role as a

source of knowledge is less crucial than in ordinary

lectures (Freire, 2021; Servant-Miklos &

Noordegraaf-Eelens, 2021). However, the online

environment hindered this dynamic.

Faced with limited options and under time

pressure, using the Logbook was left to the student's

discretion (Fabian et al., 2024). To support student

learning, video lectures, additional instructional

material in the form of solved problems, and free

access to a simulation program were implemented.

The students had the option to participate in a

continuous assessment scheme comprising seven

phase exams. Prior to these exams, the lecturer

organised meetings on the online teaching platform

where the students worked independently to compile

questions and direct them to the tutor. Students who

did not pass a phase exam could retake the test.

How did the Logbook impact students'

engagement and achievement when in-person

communication was impossible? To answer this

question, the present study stated the following

objectives:

To examine students' perception of the Logbook

during the 2020 remote synchronous lectures.

To examine the Logbook's impact on student

achievement and retention.

CSEDU 2025 - 17th International Conference on Computer Supported Education

824

To propose improvements concerning the Logbook

and the instructional method for future courses.

2 METHODS AND MATERIALS

Students' attitudes toward the Logbook as

instructional material were recorded using a 17-item

Likert-type questionnaire, including one text

question, in which the students had the opportunity to

express their views on the Logbook. The data were

collected in May 2020. Data on students’

performance were collected from the course records.

3 RESULTS AND DISCUSSION

Sections 3.1 and 3.2 present the research findings

regarding students' perceptions of the Logbook

during the 2020 remote synchronous lectures derived

from a survey.

3.1 Quantitative Research Findings

Sixty-four students responded to the survey. Nineteen

per cent of the participants were female, and 81%

were male. According to the survey results, the

students found the Logbook to be a valuable tool for

note-taking, supporting active engagement during

remote lectures and enhancing their learning

experience. A large majority (84%) expressed a

positive overall view of the Logbook as instructional

material. Over 80% of the students agreed that with

the Lookbook, note-taking was straightforward; their

notes were well organised, coherent, easy to

understand and easy to study.

In addition to note-taking, using the Logbook

helped the students improve their confidence as

learners, with 90% agreeing that during the lectures,

they felt like active participants and stopped being

passive listeners. Moreover, 77% of the participants

disclosed that they could rely on their notes for exam

preparation, indicating that the Logbook facilitated

independent studying. Sixty-seven per cent stated that

the Logbook "forced them" to remain engaged with

note-taking.

Furthermore, 94% appreciated the time and

energy saved by the Logbook's provision of graph

templates and problem texts, which allowed them to

remain focused on the lectures. However, only 55%

of the participants agreed that the Logbook helped

them avoid distractions and stay focused throughout

the lectures. Opinions were divided regarding the

Logbook's effectiveness in identifying key lecture

points, with 37% agreeing that the Logbook provided

a good overview of these points and 40% disagreeing.

The Logbook was well-received as an instructional

tool, with 65% expressing interest in expanding its

use in other courses.

Criticisms about the Logbook received little

support. Only 4% believed it restricted teaching, and

just 7% considered it made remote lectures dry and

standardised. A substantial majority (83%) disagreed

with the idea that the Logbook was unsuitable for

higher education, and 93% disagreed with the

assertion that it was overly controlling or insulting to

university students.

3.2 Findings from the Text Answers

Twenty survey participants submitted text responses

that resonated with the satisfaction expressed in the

survey. Two students declared they used the

anonymity of the survey to express their gratitude to

the tutors. The comments received were organised in

the following categories: Engagement, participation,

and Learning; Structure and Organisation; The pace

of teaching and learning; The balance between theory

and applications; and Practical Orientation.

3.2.1 Engagement, Participation and

Learning

The comments emphasised the Logbook's role in

enhancing student engagement and participation in

the lectures, understanding of the material, reducing

stress and cognitive overload and overall

effectiveness compared to traditional lectures.

The participants found that the Logbook

facilitated active participation, with one noting, "The

Logbook assisted my participation in the lectures,"

while another emphasised, "I remained active for

longer." They also explained that it helped them

remain focused despite fatigue or home distractions.

One student remarked, "It helped me remain

concentrated, even when I was tired," and another

highlighted, "It helped me to overcome the

disturbance of home noise or emails."

The Logbook helped students understand the

material, with one student mentioning, "It improved

my understanding of the course content," while

another stated, "My understanding of the course

improved as lectures proceeded." The Logbook's

structure made it easier to follow the lectures and

prevented students from feeling lost, with one student

noting, "It helped me not to get lost during the remote

Outline Notes, Student Retention and Achievement During the 2020 Online Lectures

825

lectures." Students characterised the Logbook as a

"smart" and "excellent" idea.

Furthermore, the Logbook reduced stress and

cognitive overload. It minimised unnecessary

handwriting and allowed students to focus on

problem-solving. One student expressed relief,

stating, "I did not have to write long texts because

most were already written. I saved time for thinking."

Another referred to the advantage of using structured

notes instead of looking at the PowerPoint slides,

noting, "The Logbook is much better than the

whiteboard or the screen, which is boring and difficult

to understand."

Students also found the Logbook to be a more

effective way of presenting the course material, with

one explaining, "It is a much smarter way to present

the material than the PowerPoint presentations." The

Logbook's structured approach helped students who

struggled with concentration; one participant

remarked, "It motivated the students who have

difficulties concentrating for longer periods." The

Logbook improved students' problem-solving skills,

with one student enthusiastically sharing, "I learned

how to solve problems in electronics!!!". Another

student suggested its broader adoption, "Excellent

idea! It would be nice if used in other courses."

3.2.2 Structure and Organisation

The participants valued the Logbook's structure and

its role in reducing stress while helping students

engage more effectively with synchronous remote

classes. They noted that the Logbook made the course

structure explicit, allowing them to understand its

flow. One participant remarked, "It made the

structure of content explicit". Additionally, the high

degree of structure provided a sense of security

because it was easier to identify key points. The

Logbook was praised for offering a "complete picture

of the course material, " which helped prevent feeling

overwhelmed. Students also appreciated the

Logbook's "rigid set-up" because it guided them to

discover answers independently. Three students

mentioned that it improved the quality of their notes

and class attendance. There were also suggestions for

improving the Logbook's organisation, by numbering

all sections and subsections. Students noted that they

would prefer to have the entire document at the

beginning of the course to maximise its benefits.

Overall, students felt that the Logbook aided their

engagement with learning.

3.2.3 The Pace of Teaching and Learning

The participants expressed mixed feelings regarding

teaching speed when using the Logbook. On the one

hand, they appreciated the fast flow, stating that the

fast pace of the lectures allowed for covering the

entire material and exercises: "The Logbook goes

much faster, and that is probably why it has worked

well". On the other hand, some students found the fast

pace challenging to follow, and one student noticed,

"Because of the speed, I lose contact". They also

referred to the difference between ordinary teaching

and Logbook teaching, with one student commenting

that "There was more time to think and understand

compared to the classroom." For some students, it

was challenging keeping up with note-taking: "I had

to write mechanically to have time to catch the next

exercise." Overall, the Logbook facilitated a faster

and more structured learning experience. However,

some students considered that it was not easy to fully

engage and absorb the material because of the fast

pace of teaching. One student explained that s/he

addressed the problem of fast pace by visiting the

videos uploaded on the internet. To accommodate the

divergent learning needs, instructors should consider

incorporating strategic pauses for reflection.

3.2.4 The Balance Between Theory and

Applications

The Logbook became the essential learning material,

and some respondents have requested a greater

emphasis on theory. They commented that the

Logbook could include "a special section on theory",

"more extensive presentation of theory", and "more

emphasis on understanding theory". Some students

asked for a more balanced presentation of theory next

to applications, with one student commenting, "The

theory would be better if it were written in boxes".

3.2.5 Practical Orientation

The participants appreciated using specification

sheets during lectures to emphasise the practical

aspect of electronics. Some participants valued real-

world application-oriented knowledge, stating, "I

enjoyed learning practical things, e.g., how to use

specification sheets". Overall, the students valued the

Logbook for providing practical insights, noting that

specification sheets "helped in understanding certain

practical things."

The quantitative findings revealed that students

generally perceived the Logbook positively.

However, four specific items indicated areas

requiring improvement. For example, only 37% of

CSEDU 2025 - 17th International Conference on Computer Supported Education

826

participants agreed that the Logbook effectively

highlighted the most important points of the lectures.

Similarly, just 55% felt it helped them stay focused

during lectures. Additionally, around 65% reported

that the Logbook encouraged them to take notes or

wanted to see it used in other courses.

On the positive side, in the text answers, the

students appreciated the structure and organisation

the Logbook brought into their learning. They also

highlighted its positive impact on their learning and

problem-solving abilities and noted that it helped

them cope with the disturbances of the remote

environment and remain concentrated during the

lectures. They also valued the emphasis given by the

Logbook on practical knowledge.

On the negative side, the students criticised the

fast pace of the course, although they recognised its

positive effect on covering the entire material. There

were also complaints regarding the inadequate

emphasis given by the Logbook on theory and theory-

related tasks. Overall, the research findings indicate

that the Logbook was a helpful learning tool for the

students, but its integration into the course and its

content required interventions for the following year.

3.3 Student Performance

Despite students’ satisfaction with the Logbook, the

course delivery did not yield satisfactory results. Over

time, participation in class sessions and phase exams

declined. Out of 69 students who took the first phase

exam, only 28 completed all subsequent tests (Table

1). Similarly, views of the recorded video lectures

decreased by 50% within 4 weeks, with occasional

spikes occurring only before exams.

Table 1: Phase Exams 2020.

Overall, student retention and pass rates in phase

exams were below expectations. The researchers

focused on the text responses to identify points of

improvement to increase success rates and student

retention during lectures.

A comparison of the success rates in "Electronics"

between 2019 and 2020 shows that in 2020, the

success rate nearly doubled (Table II). This

improvement can be attributed to the introduction of

the Logbook in 2020. However, it is important to note

that this comparison is not entirely reliable since,

during 2019, both lectures and exams were conducted

in person, while in 2020, they were held remotely

(Chirumamilla et al., 2020; McMurtrie, 2024;

Noorbehbahani et al., 2022).

Furthermore, when comparing the success rates of

the 2019 "Electronics" course, delivered through

ordinary lectures, with those of the "Nanoelectronic

Devices" course, delivered using a Logbook, the

advantages of the Logbook classes become evident.

However, this comparison is less trustworthy because

"Electronics" is a first-year course, and first-year

students are in a transition period, making

comparisons less reliable and a direct conclusion

regarding the effectiveness of the Logbook obscure.

The transition effect becomes more prominent

when comparing the 2020 success rates between

"Electronics" and "Nanoelectronic Devices" both

delivered using a Logbook. The success rate for

"Electronics" is 33% lower than that for

"Nanoelectronic Devices". Using the success rates in

"Nanoelectronic Devices" as a benchmark, it

becomes clear that there was significant room for

improvement in using the Logbook in Electronics,

making the need for interventions more urgent.

4 REDESIGNING THE

LOGBOOK CLASSES FOR 2021

Based on students’ comments, the researchers

decided to redesign the course to increase student

retention, well-being and success rates (Setia &

Tichy, 2024). The objective was to reverse the 2019

pass-fail rates (40% pass—60% fail) despite the

adverse conditions resulting from the lack of in-

person communication. The course’s managing team

redesigned the Logbook and the whole course process

(Griffiths & Dickinson, 2024).

Following students’ recommendations, the

Logbook was redesigned on two pillars: more

emphasis on theory and theory-related questions and

more emphasis on practical knowledge, introducing a

circuit design assignment at the end of the course. The

new Logbook version included a) Multiple-Choice

tests and ‘fill the blanks’ exercises focusing on

concepts and applications close to “theory”, e.g.

explaining the 0,7 Voltage drop across a diode, the

role of the emitter feedback resistor, input-output

impedance measurement circuits and device

operation b) Emphasis on electronic circuit design

rather than circuit calculations c) The content was

Outline Notes, Student Retention and Achievement During the 2020 Online Lectures

827

structured by circuit topology, instead of the type of

analysis d) All questions and exercises were

numbered e) The space between exercises increased

f) The whole Logbook was made available before

course commencement.

Table 2: Average Marks and Success Rates 2019-2021.

To emphasise the importance of quality note-

taking, it was decided to upgrade student notes to in-

class assignments. At the end of each lecture, students

would make an electronic copy of their notes and

upload it to the Learning Management System as an

in-class assignment. The instructor would review the

submitted material, providing both numerical and

written feedback. Grading the class assignments

would be based on the following criteria:

completeness of the notes, originality of solutions and

quality of explanations. The average grade from 12 or

more submitted assignments would contribute 20% to

the final mark, provided the student has passed the

phase exams. This approach had four objectives: 1.

To motivate students to take quality notes, 2. to allow

the tutor to monitor students' daily progress, 3. to

identify misconceptions and points needing further

elaboration, and 4. to establish a non-verbal

communication channel between each student and the

tutor.

During the last three weeks of the semester,

students would form groups of two or three to

complete a group project on designing a 3-stage audio

amplifier. The Design Project would contribute to the

final grade by 20%, provided that the student has

obtained a passing mark in the phase exams.

The number of phase exams was reduced to four,

and the total marks (10) would be distributed across

multiple assessment components. The average mark

of the phase exams would account for 60% of the final

grade. Additionally, class assignments and the design

project would each contribute 20% to the final grade.

Redesigning the Logbook and the course process

and, most importantly, establishing frequent

communication between each student and the tutor

positively affected students’ retention, participation

and performance. In 2021, students’ achievement

improved matching those of the students attending the

“Nanoelectronic Devices” course (Table II).

5 CONCLUSIONS

This study indicates that effective in-person teaching

practices remained relevant during the online shift in

2020, although their results were less satisfactory.

The any-time-any-place convenience undermined the

class as a collective, putting student retention and

participation at stake. However, personally motivated

and capable students could leverage the available

learning resources for better performance.

Pi-p notes are beneficial instructional material for

online lectures. They provide structure and

organisation for independent study and help the

persistent students remain engaged with learning.

However, without proper accountability mechanisms

in place, their effectiveness remained limited.

Submitting student notes to the instructor and

receiving feedback is an effective accountability

mechanism, resulting in improved student retention

and performance.

ACKNOWLEDGEMENTS

Publication and registration fees were covered by the

University of West Attica.

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