![]() ![]() Handouts are useful aids for student note-taking and learning. ![]() ![]() In this paper, we briefly discuss key background literature on student note-taking, introduce recent trends and potential implications of mobile technologies on classroom note-taking and student learning, and offer alternative perspectives on handouts and note-taking. These technological advances add to the perplexity of how to best guide faculty members and students about note-taking. The introduction of tablet computers, note-taking applications (apps), and other education technology in the classroom are altering the way students take notes and consume and process information during class. In addition to these historically studied variables, emerging factors also affect student note-taking. 3,5-7 Note-taking is a personalized task, and when individual differences with regard to note-taking ability also are considered, interpretation of the literature becomes even more complex. 4-6 Because of these variables, research is mixed with regard to the best types of note-taking and whether the “process” of taking notes is actually the critical factor. These include instructional variables such as lecture structure, knowledge of forthcoming tests, perceived relevance of the lecture, and existence of and/or types of handouts provided. 2,3 However, a number of confounding variables affect student note-taking and, hence, student learning. Note-taking is an important aspect of formal classroom learning, 1 and students who take more course lecture notes in general are higher achievers. ![]()
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