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Digital Notetaking in Lectures: How Students Adapt to a Multi-Faceted University Learning Environment

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Title: Digital Notetaking in Lectures: How Students Adapt to a Multi-Faceted University Learning Environment
Language: English
Authors: Beckie Arden (ORCID 0009-0000-6260-2881), Jennifer Norris (ORCID 0000-0001-9406-570X), Steve Cole, Simon C. Gamble (ORCID 0000-0003-2880-5874)
Source: Cogent Education. 2024 11(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Notetaking, Handheld Devices, Computer Uses in Education, Lecture Method, Asynchronous Communication, Social Influences, Course Content, Evaluation Criteria, Access to Computers, Multimedia Instruction, College Environment, Media Adaptation, Adjustment (to Environment)
Geographic Terms: United Kingdom (Bristol)
DOI: 10.1080/2331186X.2024.2373552
ISSN: 2331-186X
Abstract: University students are increasingly taking a digital approach to notetaking in lectures, influenced by technological developments, environmental sustainability, and the Covid-19 pandemic. This research aims to understand the ways in which students currently make digital notes and identify barriers to digital notetaking from a student perspective. Data were collected between January and May 2022 through a questionnaire (n = 123) and four focus groups (n = 17), including both undergraduate and postgraduate students representing a wide range of degree subjects. We find that students' decisions about when and how to take digital notes are multi-faceted and change over time, responding to three interrelated aspects of the university learning environment: (1) perceived social pressure, (2) lecture content, delivery, and future assessment, and (3) affordances of digital technologies. We argue that this has implications for supporting students' notetaking skills development, especially at the transition to university, as well as for lecturers' pedagogical decisions around uses of technology in both live and recorded lectures. A nuanced approach to the 'digital divide' must consider equality of access to digital technologies that meet students' multiple academic needs, as well as supporting students' agency in finding their own solutions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454200
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Beckie+Arden%22">Beckie Arden</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6260-2881">0009-0000-6260-2881</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Norris%22">Jennifer Norris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9406-570X">0000-0001-9406-570X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Steve+Cole%22">Steve Cole</searchLink><br /><searchLink fieldCode="AR" term="%22Simon+C%2E+Gamble%22">Simon C. Gamble</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2880-5874">0000-0003-2880-5874</externalLink>)
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Adaptation%22">Media Adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Bristol%29%22">United Kingdom (Bristol)</searchLink>
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  Data: 10.1080/2331186X.2024.2373552
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  Data: 2331-186X
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  Data: University students are increasingly taking a digital approach to notetaking in lectures, influenced by technological developments, environmental sustainability, and the Covid-19 pandemic. This research aims to understand the ways in which students currently make digital notes and identify barriers to digital notetaking from a student perspective. Data were collected between January and May 2022 through a questionnaire (n = 123) and four focus groups (n = 17), including both undergraduate and postgraduate students representing a wide range of degree subjects. We find that students' decisions about when and how to take digital notes are multi-faceted and change over time, responding to three interrelated aspects of the university learning environment: (1) perceived social pressure, (2) lecture content, delivery, and future assessment, and (3) affordances of digital technologies. We argue that this has implications for supporting students' notetaking skills development, especially at the transition to university, as well as for lecturers' pedagogical decisions around uses of technology in both live and recorded lectures. A nuanced approach to the 'digital divide' must consider equality of access to digital technologies that meet students' multiple academic needs, as well as supporting students' agency in finding their own solutions.
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      – Text: English
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        PageCount: 15
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Notetaking
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Social Influences
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      – SubjectFull: Course Content
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      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Access to Computers
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: United Kingdom (Bristol)
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