The Current Status of Students' Note-Taking: Why and How Do Students Take Notes?
Numerous researchers have investigated the factors that influence students' note-taking. In the present study, we explored whether recent advances in technology are associated with changes in students' self-reported note-taking and classroom experiences. We administered a survey to a sampl...
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Veröffentlicht in: | Journal of applied research in memory and cognition 2019-06, Vol.8 (2), p.139-153 |
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Sprache: | eng |
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Zusammenfassung: | Numerous researchers have investigated the factors that influence students' note-taking. In the present study, we explored whether recent advances in technology are associated with changes in students' self-reported note-taking and classroom experiences. We administered a survey to a sample of current and former university students to investigate why students take notes, how students take notes, students' classroom experiences, and whether students' note-taking and classroom experiences have changed in recent years. Students reported taking notes for a variety of reasons, including to enhance encoding and external storage. Students also reported high confidence in their note-taking ability. The two cohorts provided similar responses regarding why they take notes. Relative to former students, current students reported using technology to take notes more frequently and reported receiving PowerPoint slides from their professors more frequently. Understanding how technology impacts students' note-taking and learning is an important goal for researchers.
General Audience Summary
Students' note-taking is positively related to their academic performance. Thus, it is critical to understand the factors that influence note-taking. Although ample research has evaluated this issue, it is possible that students' note-taking has changed in recent years due to the advancement of technology and the creation of tools to facilitate teaching (e.g., PowerPoint). In the present research, we investigated this possibility. To do so, we administered a survey to a large sample of current university students (i.e., students who are currently enrolled in higher education) and former university students (i.e., students who are not currently enrolled in school). We aimed to answer four questions: why do students take notes, how do students take notes, what do students experience during class, and have students' self-reported note-taking and classroom experiences changed? Minimal differences were observed regarding why current and former students take notes. Some differences were observed in how the two cohorts take notes (e.g., current students reported using a laptop to take notes more frequently than did former students) as well as in their experiences during class (e.g., current students reported receiving PowerPoint slides before class more frequently than did former students). Thus, advances in technology might have had a small influence on students' note-taking and classroom exp |
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ISSN: | 2211-3681 2211-369X |
DOI: | 10.1016/j.jarmac.2019.04.002 |