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In-Class and After-Class Lecture Note-Taking Strategies

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Title: In-Class and After-Class Lecture Note-Taking Strategies
Language: English
Authors: Chen, Pin-Hwa (ORCID 0000-0001-5743-6938)
Source: Active Learning in Higher Education. Nov 2021 22(3):245-260.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Notetaking, Learning Strategies, Lecture Method, Undergraduate Students, Gender Differences, Individual Differences, Foreign Countries, Help Seeking
Geographic Terms: Taiwan
DOI: 10.1177/1469787419893490
ISSN: 1469-7874
Abstract: There is a need to better understand note-taking in lectures. Specifically, how in-class and after-class note-taking strategies are used, whether the use of in-class and after-class note-taking strategies varies by gender, year of study and field of major/discipline and to explore the connection between the use of in-class note-taking strategies and after-class note-taking strategies. The study described in this article gathered data from 1072 undergraduate students. The results showed that during class, the most frequently employed strategy was key point selection, followed by comprehension-monitoring, organisation, copying and elaboration. After class, the strategy employed most frequently was elaboration, followed by organisation and help-seeking. It was revealed that females are more likely than males to employ copying, key point selection, organisation and comprehension-monitoring strategies during class as well as elaboration, organisation and help-seeking strategies after class. In addition, students majoring in humanities or social sciences are more likely than those majoring in the natural sciences to use key point selection strategy during class. Finally, students' in-class note-taking strategies were correlated with their after-class note-taking strategies. Implications for practice are presented.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314501
Database: ERIC
FullText Text:
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  Data: In-Class and After-Class Lecture Note-Taking Strategies
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Pin-Hwa%22">Chen, Pin-Hwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5743-6938">0000-0001-5743-6938</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. Nov 2021 22(3):245-260.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1177/1469787419893490
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– Name: Abstract
  Label: Abstract
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  Data: There is a need to better understand note-taking in lectures. Specifically, how in-class and after-class note-taking strategies are used, whether the use of in-class and after-class note-taking strategies varies by gender, year of study and field of major/discipline and to explore the connection between the use of in-class note-taking strategies and after-class note-taking strategies. The study described in this article gathered data from 1072 undergraduate students. The results showed that during class, the most frequently employed strategy was key point selection, followed by comprehension-monitoring, organisation, copying and elaboration. After class, the strategy employed most frequently was elaboration, followed by organisation and help-seeking. It was revealed that females are more likely than males to employ copying, key point selection, organisation and comprehension-monitoring strategies during class as well as elaboration, organisation and help-seeking strategies after class. In addition, students majoring in humanities or social sciences are more likely than those majoring in the natural sciences to use key point selection strategy during class. Finally, students' in-class note-taking strategies were correlated with their after-class note-taking strategies. Implications for practice are presented.
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      Pagination:
        PageCount: 16
        StartPage: 245
    Subjects:
      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: Individual Differences
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Help Seeking
        Type: general
      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: In-Class and After-Class Lecture Note-Taking Strategies
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