Note-Taking Strategies: University Students And Their Preferences

Note-taking is an essential part of university life, and the introduction of new technology has drastically changed how students take notes. While both pen and paper, and keyboard and computer have their advantages and disadvantages, the question remains: which is the best method for university students?

Computers are faster but may hinder learning efficacy

Computers are faster than writing notes by hand, but they may hinder learning efficacy. While typing is a fast and easy way to consolidate information from lectures and textbooks for future reference, it is also the method that leads to the least amount of information retained. This is because the speed of typing allows students to passively listen and type everything they hear without having to process and pick out the important information.

In a 2011 study of the University of Michigan students, 53% of the respondents stated that their laptops helped them learn more, with 25% strongly agreeing that their attentiveness increased. However, there were also students who believed that while typing on a laptop allows for quicker note-taking, it can also be a source of distraction when someone uses their device for unrelated activities.

Studies have shown that laptop note-takers perform worse on conceptual exam questions compared to handwritten note-takers. This is because they tend to simply transcribe the lecture verbatim, robbing them of the opportunity to process and grasp information in a way that they can reframe in their own words. As a result, they are left with notes that may include facts, but without conclusions drawn from the lecture, and they find it challenging to answer conceptual and open-ended questions.

Handwriting notes, on the other hand, requires students to decide on the spot what is important and how best to rephrase and organise the information. This requires more brain energy, but it also helps with comprehension and improves retention.

Handwriting notes improves information retention

Handwriting notes is a beneficial practice for university students as it improves information retention. While technology has made it easy to type out notes on laptops or tablets, handwriting notes is still the best way to absorb and retain information. Handwriting notes is a slower process, which forces students to be more intentional about what they are writing down, helping them process the information and organise it on the fly.

Brain Activity and Memory Retention

Research has shown that writing notes by hand increases brain activity and improves memory retention. A study by Professor Kuniyoshi L. Sakai, a neuroscientist at the University of Tokyo, found that writing on physical paper led to more brain activity when participants were recalling information an hour later. The unique, complex, spatial and tactile information associated with handwriting on physical paper is likely what leads to improved memory.

The study also revealed that participants who used paper notebooks completed the note-taking task about 25% faster than those who used digital tablets or smartphones. This is contrary to the popular belief that digital tools increase efficiency.

Benefits of Handwriting for Memory

Handwriting notes offers several benefits that improve information retention. Firstly, handwriting involves more detailed and unique movements compared to typing. When writing by hand, each letter requires distinct and intricate motions that are not replicated when typing on a keyboard. This increases the cognitive load and forces the brain to engage more actively, creating optimal conditions for learning and memory retention.

Additionally, handwriting notes can help students develop their fine motor skills and improve their reading and writing abilities. It also allows for more personalisation and flexibility in note-taking, such as using different colours, highlighting, and creating mind maps or drawings.

Handwriting vs. Typing

While typing notes may seem more convenient and efficient, it has been shown to result in lower retention rates. The fast nature of typing allows students to transcribe lectures verbatim, but this passive approach does not require them to process and synthesise the information effectively. On the other hand, handwriting notes forces students to slow down, be more selective, and summarise the key points, improving their comprehension and long-term memory of the material.

In conclusion, handwriting notes is a valuable practice for university students as it enhances information retention and improves overall learning outcomes. The benefits of handwriting notes include increased brain activity, improved memory retention, and the development of fine motor skills. While technology offers convenience, handwriting notes should not be overlooked as it provides a stronger foundation for learning and comprehension.

Tablets combine the benefits of computers and handwritten notes

Tablets are a fantastic option for university students as they combine the benefits of computers and handwritten notes.

The act of note-taking is an important process in studying and learning, and almost every student does it. With the large amounts of information presented in each course, note-taking helps in encoding the information and thus makes it easier to remember. It also produces study materials to refer to later for exams and projects.

While typing on a computer is a fast and easy way to consolidate information for later reference, it often leads to lower retention rates. This is because the fast nature of typing means students tend to passively listen and type everything they hear, without going through the process of picking out the important content for transcription. Computers are also host to a number of distractions in class, including alerts, YouTube, and social media.

Handwritten notes, on the other hand, have been shown to yield greater retention rates. However, they can be time-consuming to write and edit, and are easier to lose or destroy.

Tablets offer the best of both worlds. They are highly portable, with a size similar to a notebook, and can store notes for multiple subjects in one place. They also offer simple and extensive editing capabilities, such as allowing users to write anywhere on a page without being restricted by margins or spacing, and offer a variety of pen sizes and colours. Notes can also be easily shared, and tablets allow for the seamless integration of multimedia, videos, images, and audio recordings. Tablets also offer the same, if not more, organisation capabilities as computers, with limitless folders, tags, and file names.

While tablets can be expensive, with additional costs for accessories such as a stylus or screen protector, they are a great investment for students who want to combine the efficiency of digital notes with the retention benefits of handwriting.

Distractions on computers may negatively impact learning

The presence of digital devices in the classroom is not the problem per se, but rather the way we incorporate them into situations in which we are already inclined to pay attention to too many things. According to the bottleneck theory of attention, attention can be allocated to only one task at a time. Thus, multitasking is a myth; instead, the mind switches between tasks. Because attentional resources are limited, filtering of stimuli must occur. The bottleneck postpones aspects of processing of the secondary task until the primary task is completed.

Media multitasking, or using two or more media concurrently, is prevalent among adolescents and emerging adults. The inherent mental habits of media multitasking—dividing attention, switching attention, and maintaining multiple trains of thought—have significant implications and consequences for students' academic performance. Research indicates that media multitasking interferes with attention and working memory, negatively affecting GPA, test performance, recall, reading comprehension, note-taking, self-regulation, and efficiency.

In-class multitasking on mobile phones during direct instruction is heavily researched, as it is the technology of choice for many university students and the most prevalent. Rosen et al. (2011) examined the impact of in-class mobile phone usage during course lectures on test performance. Students responded to messages sent by researchers at even intervals throughout a 30-minute videotaped lecture. Students in the high text messaging group performed worse by one letter grade on an information post-test than the low text messaging group (10.6% lower score).

Similar studies comparing test performance found that the non-texting group outperformed the texting group regardless of gender and GPA. Ellis et al. (2010) examined the effect of texting multitasking on the grade performance of business students. Participants listened to a class lecture in a texting or no-texting condition. Scores on a post-lecture assessment indicated that exam scores of texting students were significantly lower. In a similar lecture format, Froese et al. (2010) demonstrated that students lost roughly 30% of accuracy on a quiz when texting.

Overall, this body of research regarding in-class multitasking affirms ideas purported by the bottleneck theory of attention, as well as the scattered attention hypothesis, and presents evidence against the trained attention hypothesis. The literature indicates that attempting to attend to class material and engage with technologies simultaneously can have a detrimental impact on learning, likely due to inattention to course information. These negative effects on academics were demonstrated with varied outcomes, including test performance, grades, comprehension, recall, and note-taking.

Handwritten notes may be better for understanding and applying concepts

The debate between handwritten and typed notes is an ongoing one, with various studies showing benefits to both methods. However, there is evidence to suggest that handwritten notes are better for understanding and applying concepts.

Firstly, the very process of writing notes by hand is slower and requires more brain energy, which means that the student has to be more engaged in the lecture and spend more time thinking critically about the material. This deeper processing results in more meaningful notes. Handwritten notes also allow for more creativity in organization, with the ability to make quick sketches, diagrams, and arrows to connect ideas. This lack of structure allows for a more personalized note-taking style, which can aid in understanding.

Additionally, handwritten notes tend to include more drawings and images, which can improve memory retention and comprehension. This dual-coding process, which combines visuals and words, is beneficial for understanding and applying concepts.

Furthermore, while typed notes may contain more words and ideas, this does not necessarily translate to better performance. In fact, a recent meta-analysis found that students who took handwritten notes performed better on assessments, with 9.5% achieving an A grade compared to only 6% of those who typed their notes.

However, it is important to note that the effectiveness of note-taking methods may depend on various factors, such as the student's typing speed, the lecture style, and the subject matter. While handwritten notes may be better for understanding concepts, typed notes offer benefits in terms of speed and ease of organization and sharing. Ultimately, the best note-taking method may vary depending on individual preferences and circumstances.

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