Laptop versus longhand note taking: effects on lecture notes and achievement

Luo, Linlin; Kiewra, Kenneth A.; Flanigan, Abraham E.; Peteranetz, Markeya S.

doi:10.1007/s11251-018-9458-0

Cited by 74 publications

(61 citation statements)

References 58 publications

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“…The set of eight studies comprised Studies 1 and 2 by Mueller and Oppenheimer (not Study 3, which assessed quiz performance 1 week later), two studies reported by Morehead et al (2019; immediate condition only), the current study, and three more single-study replications (Kirkland, 2016; Luo et al, 2018; Mitchell & Zheng, 2017). We excluded participants in the laptop-intervention condition in Mueller and Oppenheimer’s Study 2 given that the goal of the intervention was to eliminate or reduce the difference between the laptop and longhand conditions.…”

Section: Resultsmentioning

confidence: 99%

Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

et al. 2021

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In this direct replication of Mueller and Oppenheimer’s (2014) Study 1, participants watched a lecture while taking notes with a laptop ( n = 74) or longhand ( n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.

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Section: Resultsmentioning

confidence: 99%

Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

et al. 2021

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“…For collecting the data, the researcher used questionnaire, and interview. The two instruments were developed based on key aspects of note-taking in existing literature about note-taking strategy such as those are (Luo et al, 2018), (Anjarsit et al, 2017), and (Mosleh & Baba, 2013). The questionnaire and interview technique were used for collecting the data of how millennial students do note-taking and the strategy and method of note-taking used by millennial students.…”

Section: B Methodsmentioning

confidence: 99%

“…It means that students can summarize the point that they had heard or read and build their high order thinking. Another benefit of note-taking is students can perform better in understanding teachers' idea than students who only listen to the teachers' explanation (Witrock, 1974) cited in (Luo et al, 2018). In other words, students who take notes will understand the teachers' point better instead of students who only listen to the teachers' explanation without having any prior knowledge and notes.…”

Section: A Introductionmentioning

confidence: 99%

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Is Technology Based Note-Taking More Preferable For Millenial Students? Exploration Of English Students' Note-Taking Habit

Murtafi'ah¹,

Asmiyah²,

Fitriah³

2020

IJET

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Note-taking is one of important skills students need to practice in order to understand the content of both printed and unprinted texts effectively. To do note-taking, readers can do either manually or digitally. However, with the advancement of technology nowadays especially in this pandemic era, readers can practice note-taking more easily with the use of technological tools, such as laptop and mobile. This descriptive qualitative research aims to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in English academic writing. This included identifying the strategy they apply in note-taking practices to understand the content of the articles they read and identifying their note-taking. To explore the issue, the researcher collected data through questionnaires and interview with 62 English students taking academic writing who have intense note-taking practices as part of the course activities. The results of this study showed the majority of millennial students prefer using digital note-taking with 66.12% responses. They decided to use it as it is faster and easier in doing note-taking. The digital technology that the students used commonly was mobile phone with 54.84% responses. They chose this tool to practice note-taking as it is handy.

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“…Handwriting works when a student describes in detail the power she feels in her pencil when she writes (Niebling, 2006). Research has shown that longhand composing is more beneficial than typing for text-related learning, similar to image-related learning (Luo, Kiewra, Flanigan, & Peteranetz, 2018), and cognitive development (Saner, 2014).…”

Section: Addressing Technologymentioning

confidence: 99%

Reflective Journaling: A Portal Into the Virtues of Daily Writing

Portman¹

2019

The Reading Teacher

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The author examines the benefits of journaling in his fifth‐grade classroom. Reviewing student journal data from the past 25 years, he shares an effective method for preparing a classroom for daily journaling, one that minimizes teacher‐issued prompts and implements procedures for sharing and reflecting. Positive effects include insights into students’ feelings, beliefs, values, and attitudes, as well as an examination of how effective practice motivates students to write, which in turn improves their composition skills.

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Laptop versus longhand note taking: effects on lecture notes and achievement

Cited by 74 publications

References 58 publications

Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

Is Technology Based Note-Taking More Preferable For Millenial Students? Exploration Of English Students' Note-Taking Habit

Reflective Journaling: A Portal Into the Virtues of Daily Writing

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