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Note-taking by students is generally seen as an integral and essential part of the process of learning from lectures. Here we review the literature on the efficiency of students' note-taking and the extent to which they actually learn as a direct or an indirect result of taking notes. Attention is also paid to the relevance of research in this area to modern lecturing practice and to the problems of researching in the area.

Presenting lessons effectively on the screen is one of the central problems in computerassisted learning. Yet the literature on the design of screen layout to maximize comprehension, and, hence, learning in computer-assisted learning, is very small. In this paper that literature is reviewed as far as it pertains mainly to text screens. The somewhat more extensive literature on the design of instructional text is also examined in order to extrapolate principles which may also apply to screen design. Information is presented both about the presentation of text and about the design of screen layouts as a whole.