Students' Perceptions and Engagement With Electronic Notebooks In A High-Enrollment Chemistry Course
Keywords
Electronic Notebooks; Chemistry Education; High-Enrollement Course; Student Engagement; Thematic Analysis
Abstract
Traditional paper notebooks (PNs) have long been used in science education; however, with the advancement of digital technology, electronic notebooks (ENs) are gaining popularity. ENs offer benefits such as better organization, real-time collaboration, and improved accessibility. However, their use in higher education, particularly in large General Chemistry courses, remains limited, especially in the case of large-enrollment courses. As the use of technology such as iPads and laptops for note-taking increases in college classrooms, ENs are becoming a possible replacement for traditional paper notebooks (PNs). This study investigates student perceptions and engagement with a shared class EN implemented via Microsoft OneNote in a large-enrollment chemistry course at the University of Central Florida. Student survey responses collected in Fall 2024 and Spring 2025 were analyzed, with a focus on student perceptions and engagement. This survey included Likert scale, multiple-choice, and open-ended questions. In our thematic analysis, students' prior experience to see how familiarity with digital note-taking tools affected their use and views of the shared EN. Our results show that most students viewed the shared EN positively, with 80% recommending its continued use in future classes. Most students found ENs helpful in organizing work and accessing practice materials. However, students also reported barriers such as functional issues, external factors, or technical limitations. Students who reported not using the EN cited unfamiliarity with digital tools or a preference for traditional methods. This research offers insights into how ENs can be successfully integrated into a large-enrollment chemistry course. The findings can inform improvements in design, training, and support for future implementations.
Thesis Completion Year
2026
Thesis Completion Semester
Spring
Thesis Chair
Lapeyrouse, Nicole
College
College of Sciences
Department
Department of Chemistry
Thesis Discipline
Chemistry Education
Language
English
Access Status
Campus Access
Length of Campus Access
5 years
Campus Location
Orlando (Main) Campus
STARS Citation
Handfield, Charabelle H., "Students' Perceptions and Engagement With Electronic Notebooks In A High-Enrollment Chemistry Course" (2026). Honors Undergraduate Theses. 504.
https://stars.library.ucf.edu/hut2024/504
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