Make a Note of It: Comparison in Longhand, Keyboard, and Stylus Note-Taking Techniques
Saved in:
| Title: | Make a Note of It: Comparison in Longhand, Keyboard, and Stylus Note-Taking Techniques |
|---|---|
| Language: | English |
| Authors: | Shell, Madelynn D., Strouth, Maranda, Reynolds, Alexandria M. |
| Source: | Learning Assistance Review. Fall 2021 26(2):1-21. |
| Availability: | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Notetaking, Lecture Method, Keyboarding (Data Entry), Handwriting, Computer Peripherals, Academic Achievement, Grades (Scholastic), Performance Factors, Recall (Psychology), Student Participation, Undergraduate Students, Introductory Courses, Preferences, Affordances |
| ISSN: | 1087-0059 |
| Abstract: | This study investigated the influence of longhand (paper and pen), keyboard, and stylus note-taking on academic performance in college classes. Students attended mini-lectures and took notes using longhand, keyboard, or stylus. Students took quizzes after each mini-lecture and reported their engagement. Final course grades were recorded. Note-taking did not directly affect recall, but students performed better using their preferred note-taking method. Stylus and longhand note-taking conferred advantages in course grades and were associated with higher perceived recall and engagement. Although there may be advantages to longhand and stylus note-taking, it is important to allow flexibility for student note-taking preferences. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1317169 |
| Database: | ERIC |
| Abstract: | This study investigated the influence of longhand (paper and pen), keyboard, and stylus note-taking on academic performance in college classes. Students attended mini-lectures and took notes using longhand, keyboard, or stylus. Students took quizzes after each mini-lecture and reported their engagement. Final course grades were recorded. Note-taking did not directly affect recall, but students performed better using their preferred note-taking method. Stylus and longhand note-taking conferred advantages in course grades and were associated with higher perceived recall and engagement. Although there may be advantages to longhand and stylus note-taking, it is important to allow flexibility for student note-taking preferences. |
|---|---|
| ISSN: | 1087-0059 |
