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Type of Notes Taken During Lecture Affect Student Learning

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Type of Notes Taken During Lecture Affect Student Learning

Every day across the globe in classrooms students are taking notes. Note taking is mainly associated with lecture-based lessons and it is prevalent and likely that student will take notes when the lecture is going on (Luo, Kiewra, Flanigan, & Peteranetz, 2018). Consequently, other learning experiences also lend note taking. For instance, watching videos in a blended environment, doing research projects, going on field trips, and reading assigned handout or books all require not taking. Note taking is an important activity that all students should engage in while the lecture is going on. This enables students to capture some of the concepts that might be challenging. Note taking is a skill and activity that improves students learning. If teachers want their students their student’s to discover it is better, they encourage them to take notes.

With the advancement in technology not taking has to take a shift. People are moving from the traditional note-taking methods of using paper and pen to new technologies such as phones, laptops, tablets, and iPads. Primarily, at the college classroom, there has been a shift from a student taking not using longhand pencil-paper to the use of laptops (Sana, Weston, & Cepeda, 2013). The study that I took investigated whether the medium of taking affected the achievement and note taking when notes were being reviewed and recorded (Aguilar-Roca, Williams, & O'Dowd, 2012). One of the unique aspects of the study was to identify how laptop note-taking affected while from video lecture.

From the study, it was evident that note taking using a laptop was adequate as the notes from the computer have more ideas on the lectures and more verbatim strings than other types of note-taking. The student mainly was based on facts and concept items when recording the notes. It is evident the use of a laptop is growing and becoming more popular among college students (Liu, Yang, Williams, & Wang, 2019). This is an aspect that in the study proved to be productive in two main elements of product function and process function. Additionally, looking at the processes in laptop note taking the student recorded more words in the form of idea unit (Friedman, 2014). However, when it came to drawing, and in the picture the speed here was slow. The main factor for the high number of ideas and information in laptop taking is because if high typing speed.

The student in this study has mastered his typing speed, and this enabled him to get more ideas and information during the lecture. Another important factor that played a crucial role in the process of note-taking was the fact that he was using a modern computer that had a high speed of processing commands (Kay, & Lauricella, 2016). Additionally, I came to find out that note takers using computer approached the note-taking process as a non-generative transcription process, and therefore the main intention was to take note of word for words as compared to another writing process such as longhand where note takers approached the process if note taking as a generative process where they write the lecture ideas word to word.

Moreover, from the process, it is evident that note-taking strategies stimulate different note-taking approaches. The laptop notes takers used primarily verbal note-taking strategy and approached the process as a transcription process (Stacy, & Cain, 2015). This is necessary as it helps them capture the ideas of the lecture faster as compared to a situation where they have to record everything in a book that the lecturer was dictating. Additionally, the is process improves the learning process as the student stays attentive to the lecture as he is taking notes.

Moreover, the process helps the student learn more as they take more from the lectures; they take notes than the ones they do not take notes (Desselle, & Shane, 2018). Additionally, the process requires that the note taker to recall the information they the lecturer is communicating and translate it written words. This practice of translating the sounds to written words help exercise the memory of assisting the student in learning during the lecture. One of the most crucial advantages of taking note through computers is that the computer is much faster than other forms of note-taking. This mainly opens the possibility that the student does not have to become selective no the notes he or gets down.

Some of the potential downfalls of taking notes using computers were that the student is not trying to judge what is essential and therefore he or she might end up getting irrelevant information (Mueller, & Oppenheimer, 2016). Secondly, one might not process the information deeply as he or she is not trying to interpret the data but rather paraphrase (Jansen, Lakens, & IJsselsteijn, 2017).

To sum up, different note-taking mediums promote different approaches in note-taking. Primarily, laptop note-taking support transcription oriented verbatim-style that contain mainly verbal information. This process allows the note-taker to record more notes and ideas than other note-taking strategies. The note-taking process aims at helping the student to get the best notes possible and working the limits of his or her memory. Moreover, from the study, I got to identify that transcription works better when taking note on the computer.

References

Aguilar-Roca, N. M., Williams, A. E., & O'Dowd, D. K. (2012). The impact of laptop-free zones on student performance and attitudes in large lectures. Computers & Education, 59(4), 1300-1308.

Desselle, S. P., & Shane, P. A. (2018). Laptop Versus Longhand Note Taking in a Professional Doctorate Course: Student Performance, Attitudes, and Behaviors. INNOVATIONS in pharmacy, 9(3), Article-15.

Friedman, M. C. (2014). Notes on note-taking: Review of research and insights for students and instructors. Harvard Initiative for Learning and Teaching, 1-34.

Jansen, R. S., Lakens, D., & IJsselsteijn, W. A. (2017). An integrative review of the cognitive costs and benefits of note-taking. Educational Research Review, 22, 223-233.

Kay, R., & Lauricella, S. (2016). Assessing laptop use in higher education: The Laptop Use Scale. Journal of Computing in Higher Education, 28(1), 18-44.

Liu, C. J., Yang, C. L., Williams, J. J., & Wang, H. C. (2019, April). NoteStruct: Scaffolding Note-taking while Learning from Online Videos. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems (p. LBW1116). ACM.

Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: effects on lecture notes and achievement. Instructional Science, 46(6), 947-971.

Mueller, P. A., & Oppenheimer, D. M. (2016). Technology and note-taking in the classroom, boardroom, hospital room, and courtroom. Trends in Neuroscience and Education, 5(3), 139-145.

Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.

Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the digital age. American journal of pharmaceutical education, 79(7), 107.