Christopher Averill's List: Note- taking

Research on taking notes with multiple devices. This compares traditional pen and paper to pdas and graffiti to pc tablets. The results show that speed of input is important as is flexability. The electronic note takers scored worse than paper and pencil note takers on a follow up quiz. However, this does introduce an interesting model for assessing the use of various ipad apps to take class notes.

This research was done in 10th grade English class comparing two different note styles - cornell vs guided notes. They found that direction instruction in taking notes improved student performance but that one was better for recall while the other was better for higher-level thinking skills

This talks about the reasons why students prefer to take notes by hand vs using a computer. It is mostly from surveys and about familiarity and comfort.

This describes a pilot class at Bucknell University to create a Noteless classroom. The finding was that teacher generated lecture notes provided before, during and after a lecture improved the overall scores for the students

A comprehensive paper on the value of different note taking styles (cornell vs outlining vs webbing) and the affect of taking cornell style electronically. It is interesting to note, that these researchers found a review of the literature that suggested cornell style were better than the other two styles.

A brief paper (2005) which concludes that typing notes (vs cutting and pasting from a teacher's notes to a study guide) did not effect the factual recall, but did positively affect the ability to apply the information. The greater the effort that goes into creating the notes the greater the understanding and ability to apply the information.

A study looking at paper and pencil note taking versus computer notepad note taking. the results showed students who took notes in either form performed better on tests than students who took no notes, but the type of notes (electronic or pencil/paper) showed no significant difference.