Notetaking and review: The research and its implications

Abstract

Notetaking and review are positively related to academic achievement, but many students record too few notes to benefit funy from these activities. This paper presents ten factors that may constrain notetaking and review, and provides corresponding implications for improving these study behaviors and for conducting further research. Some instructional implications are that students should record more extensive and conceptual notes and that instructors can help students by organizing their presentations, reducing lecture rate, pausing for notetaking, emphasizing key ideas and encouraging alternate frameworks for notetaking and review. Instructors can also facilitate learning by providing learners with notes for review and with knowledge about testing. In addition, instructors should consider the cognitive processing differences among students because certain learners am likely to fred notetaking dysfunctional relative to other means of acquisition. The implications for research focus on determining the optimal notetaking and review activities.

An Empirical Two-Group Study into Electronic Note-Taking

“…Variations in cognition, within the working memory control processes influences note-taking, this is because information is held and manipulated there. Findings suggest students with low memory ability record smaller number of words, complete ideas [20]. To enhance achievement note-taking can be combined to study content, forming questions, this has been positively demonstrated [21].…”

Effects of Guided Notes Versus Completed Notes During Lectures on College Students' Quiz Performance

“…DESCRIPTORS: college instruction, college students, guided notes, lecture notes, quiz performance _______________________________________________________________________________ Although research on note taking suggests that review of accurate, thorough, and organized notes is associated with better quiz performance (Kiewra, 1987), many college students do not produce adequate notes during lectures. In a randomly selected sample of 40 students in an introductory psychology course, Baker and Lombardi (1985) found that most students recorded about 50% of the main ideas targeted in a lecture and less than 25% of other relevant material.…”

U-Note: Capture the Class and Access It Everywhere

“…Using a paper notebook is important for several reasons. Writing helps the student remember and understand [7] and using paper rather than computers prevents distraction [13]. Moreover, users" notes combined with audio recordings proved to be a powerful means of indexing meetings [21] (a situation similar to lectures).…”