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Note-taking

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President Jimmy Carter's Notes from his private meeting with Pope John Paul II, October 6, 1979.

Definition

Note-taking (sometimes written as notetaking or note taking) is the practice of recording information from different sources and platforms. By taking notes, the writer records the essence of the information, freeing their mind from having to recall everything.[1] Notes are commonly drawn from a transient source, such as an oral discussion at a meeting, or a lecture (notes of a meeting are usually called minutes), in which case the notes may be the only record of the event. Since the advent of writing and literacy, notes traditionally were almost always handwritten (often in notebooks), but the introduction of notetaking software has made digital notetaking possible and widespread. Note-taking is a foundational skill in personal knowledge management.


Psychology study on note taking

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Speed in which students of 13-16 years of age are capable of copying by hand according to professional studies shown by local British scientists

Research conducted by psychologists has focused on various aspects of learning and cognitive processes in students aged 13 to 16. One particular area of interest has been the speed at which students copy information during classroom activities, such as writing down notes from the blackboard, copying text from printed materials, or transcribing PowerPoint slides during lessons. Studies suggest that students in this age range exhibit consistent speeds when copying text or information, which have implications for educational practices, attention spans, and cognitive load. Specifically, studies show that students take approximately 24.5 seconds per line when copying written material from a traditional source, such as the blackboard, and around 3.8 minutes per PowerPoint slide frame during presentations.

Results

Fellow wellknown British psychologist Jordan Peterson led a small in size research team of up to 83 well educated psychologists and junior members of the QTA association of schools of Great Britain in the year 2004 on the study of how students copy in desired speed and focus. Common student after the study Q. Michaels said "I am glad teachers think so highly of us, sadly they overestimate the rate in which we can copy off a mere blackboard."

On another note, it was recommended by countless students that perhaps they could focus better in class with a hint of Beethoven's 9th Symphony. Results showed after careful experimentation. Students often study better while listening to music because it can help improve focus, reduce stress, and create a more engaging environment. Music, particularly instrumental or low-tempo genres, can enhance concentration by masking background noise and providing a steady rhythm that helps students maintain a consistent study pace. It can also elevate mood and motivation, making the study session feel less monotonous. However, the type of music matters—music without lyrics tends to be less distracting, allowing students to stay focused on the task at hand while still benefiting from the calming effects of background sound.

Methodology

Study Design Various psychologists have employed both observational and experimental methods to assess how quickly students copy information in classroom settings. These studies typically involve real-time observation or time-lapse recordings of students in actual school environments. Researchers may also simulate classroom settings, using controlled tasks where participants are asked to copy text from a display screen or from printed materials. The participants usually consist of students within the age range of 13 to 16, which spans early adolescence to mid-adolescence.

In order to measure copying speed, these studies often track how much time elapses from the moment the student begins copying until they finish a given segment of text. For example, researchers may time how long it takes students to transcribe a single line of text from a blackboard or a PowerPoint presentation slide.

Sample Size and Setting The sample size in these studies typically ranges from a few dozen to several hundred students. Studies may take place in various educational settings, including middle schools, high schools, or in controlled laboratory environments that replicate classroom conditions. Researchers may also factor in variables such as class size, student engagement, and environmental distractions, which can influence the speed at which students copy.

Findings

Speed of Copying Per Line Research indicates that, on average, students in the 13-16 age range take approximately 24.5 seconds to copy a single line of text during classroom activities. This speed is consistent across various types of copying, whether from the blackboard, printed materials, or digital displays. The time spent copying a line can be influenced by several factors:

Complexity of the Text: Students tend to copy text more slowly when the material is complex, such as when it involves difficult vocabulary, technical jargon, or abstract concepts. Simpler, more straightforward text can be copied more quickly. Legibility and Font Size: The ease with which students can read the material plays a significant role in how quickly they can transcribe it. Clear, legible writing at an appropriate size tends to be copied faster than text that is small or difficult to read. Student Skill and Comfort: Students who are more proficient in handwriting or typing generally copy more quickly. Those who are comfortable with the subject matter being transcribed can also maintain a faster pace compared to students who are struggling with comprehension. External Distractions: The classroom environment can also influence copying speed. In noisy or chaotic classrooms, students may take longer to copy text due to distractions, while quieter environments might lead to faster transcription. Time Spent Copying PowerPoint Slides The time students spend copying from PowerPoint slides is notably longer, with an average of 3.8 minutes per slide frame. This is a substantial increase compared to copying a line of text and can be attributed to several factors:

Slide Complexity: PowerPoint slides often contain a combination of text, images, charts, and other visual aids. These slides require more time to copy accurately, as students must not only transcribe text but also take notes on accompanying visuals. Pacing of the Lesson: PowerPoint slides are usually advanced at regular intervals during a lesson, but the speed at which the teacher moves through the presentation may not always align with the students' ability to copy the material. A slide containing large amounts of information will take longer for students to copy compared to simpler slides. Technological Factors: In some studies, students may use electronic devices such as tablets or laptops to copy information. The presence of technology can affect how quickly students copy, especially if they need to adjust for screen size, resolution, or technical issues such as lag or connectivity problems. Cognitive Load: PowerPoint slides often combine text and visual elements, requiring students to process both types of information simultaneously. This increases the cognitive load and slows down the copying process. Students may need more time to understand the material and transcribe it accurately. Interactivity: Many PowerPoint presentations today include interactive elements such as embedded videos, hyperlinks, and quizzes. These additional components can make it harder for students to keep up with copying the material, as they may need to pause and reflect on the content or interact with it before continuing. Variability Across Demographics The speed at which students copy information can vary according to several demographic factors:

Age and Grade Level: Older students (aged 15-16) typically copy faster than younger students (13-14), primarily due to increased proficiency in writing and better time-management skills. Learning Disabilities: Students with learning disabilities such as dyslexia, dysgraphia, or ADHD may experience slower copying speeds. These students might take significantly longer than their peers to copy a line of text or a PowerPoint slide due to challenges in handwriting, processing, or attention. Cultural and Educational Context: Different cultural and educational contexts can influence copying speeds. For instance, students in more lecture-based environments may be more accustomed to copying from PowerPoint slides, while those in more interactive or discussion-based classrooms may not rely as heavily on copying written material. Implications for Educational Practices

Optimizing Note-Taking Strategies The findings that students take an average of 24.5 seconds per line to copy text and 3.8 minutes per PowerPoint slide have significant implications for how educators structure their lessons and assist students with note-taking:

Provide Printed Materials: To alleviate the burden of copying, educators might consider providing students with printed handouts of slides or lecture notes. This allows students to focus more on understanding the material rather than the mechanical task of transcription. Break Down Complex Information: When using PowerPoint slides or other digital materials, educators should aim to break down information into smaller, more digestible segments. Limiting the amount of text on each slide can help students keep pace with copying. Allow Time for Reflection: Students may need more time to process information, particularly when copying from a complex PowerPoint slide. Teachers should consider allowing brief pauses during lessons for students to reflect on the material they have copied. Encourage Active Participation: Rather than relying solely on note-taking, teachers might encourage active participation through discussions, group work, or interactive tasks. This can reduce the amount of copying required while fostering deeper understanding. Cognitive Load Considerations The study of copying speeds highlights the significant cognitive load involved in transcription, particularly when students must process both written and visual information simultaneously. Teachers should be mindful of this and consider adjusting the pace of their lessons or the amount of material presented at one time.

Slow Down the Pace: By reducing the speed at which slides are advanced or by giving students more time to copy, educators can help mitigate cognitive overload. Simplify Visuals: Educators can make slides easier to copy by simplifying visual content and reducing unnecessary information. Use Technology to Support Learning: Digital note-taking tools, such as apps that automatically transcribe spoken words or convert handwriting into text, can assist students in copying more efficiently, especially for those who may struggle with traditional methods.

History

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Note-taking has been an important part of human history and scientific development. The Ancient Greeks developed hypomnema, personal records on important subjects. In the Renaissance and early modern period, students learned to take notes in schools, academies and universities, often producing beautiful volumes that served as reference works after they finished their studies.[2][3] In pre-digital times, people used many kinds of notebooks, including commonplace books,[4] accounting waste books, and marginalia.[5] Philosopher John Locke developed and published a popular indexing system[6] which served as a model for commonplace books and inspired at least ten different published editions of commonplace book templates in Europe and the Americas as well as Bell's Common-Place Book, Form'd Generally upon the Principles Recommended and Practised by Mr Locke (London, 1770).[7]

Cognitive psychology

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Note-taking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions.[8] The person taking notes must acquire and filter the incoming sources, organize and restructure existing knowledge structures, comprehend and write down their explanation of the information, and ultimately store and integrate the freshly processed material. The result is a knowledge representation, and a memory storage.[1] Studies comparing the performance of students who took handwritten notes to students who typed their notes found that students who took handwritten notes performed better on examinations, hypothetically due to the deeper processing of learned material through selective rephrasing instead of word-for-word transcription which is common when typing notes.[9]

Reasons for note-taking

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Note-taking is a good strategy to enhance learning and memory,[10] as it allows the notetaker to be selective and reorganize ideas during a lecture.[11] These notes can be reworded in an easier way that will facilitate the understanding of the content taught in class. Afterward, the notes can be used to help process, recall, and use information that has been rapidly gone through during the lecture.[11]

Taking notes on different words used in lectures fosters vocabulary learning and stimulates autonomous learning of actively engaged individuals.[12]

Systems

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Many different formats are used to structure information and make it easier to find and to understand later. The format of the initial record may often be informal and/or unstructured. One common format for such notes is shorthand, which can allow large amounts of information to be put on paper very quickly. Historically, note-taking was an analog process, written in notebooks, or other paper methods like Post-It notes. In the digital age, use of computers, tablet PCs and personal digital assistants (PDAs) is common.

The note taker usually has to work fast, and different note-taking styles and techniques try to make the best use of time. The average rate of speech is 2–3 words per second (which is 120-180 words per minute), but the average handwriting speed as only 0.2–0.3 words per second (which is 12-18 words per minute).[8]

Regardless of the medium, note-taking can be broadly divided into linear and nonlinear methods, which can be combined.

Regardless of the system used, it can be best to focus on writing down the most important information first.

Linear note-taking

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Linear note-taking is the process of recording information in the order in which you receive it. Linear notes are typically chronological outlines of a lecture or a text. Linear note taking is a common means of taking notes, however, the potential to just transcribe everything that is being said or on the presentation slide is quite high.

Outlining

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Outlining is a common note-taking system.[13] Notes and thoughts are organized in a structured, logical manner, reducing the time needed to edit and review, allowing a lot of information to be digested in a short period of time. For classes that involve many formulas and graphs, like mathematics or chemistry, a system such as Cornell Notes may be better.

Outlines generally proceed down a page, using headings and bullets to structure information. A common system consists of headings that use Roman numerals, letters of the alphabet, and Arabic numerals at different levels. A typical structure would be:

I. First main topic
A. Subtopic
  1. point 1
  2. point 2
  3. point 3
B. Subtopic
  1. point 1
  2. point 2
  3. point 3
II. Second main topic
A. Subtopic
  1. point 1
  2. point 2
  3. point 3
B. Subtopic
  1. point 1
  2. point 2
  3. point 3

However, this sort of structure has limitations in non-digital form since it is difficult to go back and insert more information. Adaptive systems are used for paper-and-pen insertions, such as using the reverse side of the preceding page in a spiral notebook to make insertions. Or one can simply leave large spaces in between items, to enable more material to be inserted. (For information about application software that supports outlining, see Category:Outliners.)

Computerized note-taking, whether with a word processor, outliner software, or a digital notebook program, allows note-takers to revise easily and add more entries or rows to the outline.

Sentence method

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Sentence note-taking is simply writing down each topic as a short, simple sentence. This method works well for fast-paced lesson where a lot of information is being covered. The note-taker records every new thought, fact, or topic on a separate line. All information is recorded but is not organized into major and minor topics. Notes can be numbered or set off with bullets showing where a new thought begins.

Non-linear note-taking

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Approaches to non-linear note-taking include clustering,[14] concept mapping,[15][16] Cornell Notes,[17] idea mapping,[18] instant replays,[19] Ishikawa diagrams,[20] knowledge maps,[21] learning maps,[22] mind mapping,[23] model maps,[24] and the pyramid principle.[25]

Charting

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The charting method of note taking,[26][27] which includes the drawing of tables sometimes called study frames,[28] is useful for subject matter that can be broken into categories, such as similarities, differences, date, event, impact, etc. Students may use charting to identify categories and draw a table prior to a lecture or may review and rewrite notes using the charting method.

Mapping

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A mind map connects ideas together graphically

Mapping uses spatial organization and diagrams to assemble information.[29] Ideas are written in a node–link structure, with lines connecting ideas together.[29] Mind maps are drawn in a tree structure from a central point, purpose, or goal in the center of the page and then branch outward to identify all the ideas connected to that goal.[30] Colors, small graphics, and symbols are often used to help to visualize the information more easily. It is also used for planning and writing essays.[30]

Cornell Notes

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Main article: Cornell Notes
A diagram showing the three sections of a page of Cornell notes

The Cornell Notes method of note-taking was developed by Walter Pauk of Cornell University and promoted in his bestselling 1974 book How to Study in College. It is commonly used at universities today. The Cornell method consists of dividing a single page into three sections: a right-hand column for notes, a left-hand column for cues, and a strip at the bottom for a summary. Cues are key words or questions that help evoke key aspects of the topic. Cornell notes may be more effective for understanding concepts or producing readable notes, but studies have found that they had no significant effect on student performance.[31][32][33][34]

SQ3R

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SQ3R ("Survey, Question, Read, Recite, Review") is a method of taking notes from written material, though it might be better classified as a method of reading and gaining understanding. The reader skims the written material to produce a list of headings (Survey), which are then converted into questions (Question). The reader then considers the questions while reading to provide motivation for what is being covered (Read). The reader writes notes in sections headed by the questions (Recite), then writes a summary from memory and reviews the notes (Review).

Research shows that students who use the SQ3R strategy retain more information and achieve higher test scores.[35]

An updated version called SQ4R,[36] which adds a "Relate" step before "Review", has been used by some students since the early 1960s.

Guided notes

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Sometimes lecturers may provide handouts of guided notes, which provide a "map" of the lecture content with key points or ideas missing. Students then fill in missing items as the lecture progresses. Guided notes may assist students in following lectures and identifying the most important ideas from a lecture. This format provides students with a framework, yet requires active listening (as opposed to providing copies of presentation slides in their entirety), and promotes active engagement during lecture or independent reading. The student ends up with full and accurate notes for use as a study guide.

Research suggests that guided notes improve student recording of critical points in lecture, as well as quiz scores on related content. In addition, an investigation carried out on students with learning problems showed that the use of the guided notes is an effective strategy to improve the performance of these students.[37]

Card file

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Main article: Card file

A card file uses individual notes on index cards (or their digital equivalent) that may be linked to each other through subject headings or other metadata such as numbers and tags.[38]

Electronic note-taking methods

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See also: Electronic notetaking

The growing use of laptops in universities and colleges has led to a rise in electronic note-taking. Many students write their notes in word processors or prepare digital hand-written notes using a graphics tablet or tablet computer and styli or digital pens, with the aid of note-taking software. Online applications are receiving growing attention from students who can forward notes using email, or otherwise make use of collaborative features in these applications and can also download the texts as a file on a local computer. It has also become common for lecturers to deliver lectures using these and similar technologies, including electronic whiteboards, especially at institutes of technology.[citation needed]

Online note-taking has created problems for teachers who must balance educational freedom with copyright and intellectual property concerns regarding course content.[39][40][41][42]

Electronic note-taking may be less effective than traditional methods of note-taking. A study done by Pam A. Mueller of Princeton University and Daniel M. Oppenheimer of the University of California, Los Angeles showed that students who take notes digitally retain less information than students who take notes on paper, and the digital note-takers have more difficulty remembering what they've written.[43] Electronic note-taking has created computer-aided distractions in class as multitasking on laptops is very easy to accomplish.[44] However, this research only applies to typing notes on laptops, not writing on tablets.

Professional services

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Professional note-takers provide access to information for people who cannot take their own notes, such as some deaf and hearing impaired people. They most frequently work in colleges and universities, but are also used in workplace meetings, appointments, conferences, and training sessions.[citation needed]

See also

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References

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  1. ^ a b Makany, Tamas; Kemp, Jonathan; Dror, Itiel E. (2009). "Optimising the use of note-taking as an external cognitive aid for increasing learning". British Journal of Educational Technology. 40 (4): 619–635. doi:10.1111/j.1467-8535.2008.00906.x.
  2. ^ Eddy, Matthew Daniel (2018). "The Nature of Notebooks: How Enlightenment Schoolchildren Transformed the Tabula Rasa". Journal of British Studies. 57 (2): 275–307. doi:10.1017/jbr.2017.239.
  3. ^ Eddy, Matthew Daniel (2016). "The Interactive Notebook: How Students Learned to Keep Notes during the Scottish Enlightenment". Book History. 19: 87–131. doi:10.1353/bh.2016.0002. S2CID 151427109.
  4. ^ Commonplace Books. Harvard University Library Open Collections Program.
  5. ^ Gingerich, Owen (2004-03-01). The Book Nobody Read: Chasing the Revolutions of Nicolaus Copernicus. Walker Books. ISBN 978-0802714152.
  6. ^ Locke, John (1706). A new method of making common-place-books. London: Printed for J. Greenwood, Bookseller, at the end of Cornhil, next Stocks-Market. OCLC 3173495.
  7. ^ Havens, Earle (2001). Commonplace Books: A History of Manuscripts and Printed Books from Antiquity to the Twentieth Century. Yale University. pp. 55, 58.
  8. ^ a b Piolat, A., Olive, T. & Kellogg, R. T. (2005). Cognitive effort during note-taking. Applied Cognitive Psychology, 19, 291–312.
  9. ^ Michael C. Friedman (October 15, 2014), Notes on Note-Taking: Review of Research and Insights for Students and Instructors (PDF), Harvard Initiative for Learning and Teaching, Harvard University, archived from the original (PDF) on February 18, 2018, retrieved January 31, 2018
  10. ^ Jansen, Renée S.; Lakens, Daniel; IJsselsteijn, Wijnand A. (2017-11-01). "An integrative review of the cognitive costs and benefits of note-taking". Educational Research Review. 22: 223–233. doi:10.1016/j.edurev.2017.10.001. ISSN 1747-938X.
  11. ^ a b Van Meter, Peggy; Yokoi, Linda; Pressley, Michael (September 1994). "College students' theory of note-taking derived from their perceptions of note-taking". Journal of Educational Psychology. 86 (3): 323–338. doi:10.1037/0022-0663.86.3.323. ISSN 1939-2176.
  12. ^ Jin, Zhouhan; Webb, Stuart (2021-12-14). "Does writing words in notes contribute to vocabulary learning?". Language Teaching Research: 136216882110621. doi:10.1177/13621688211062184. ISSN 1362-1688.
  13. ^ Laskey, Marcia L.; Gibson, Paula W. (1997). "Outlining". College Study Strategies: Thinking and Learning. Boston: Allyn and Bacon. pp. 141–145. ISBN 0205191525. OCLC 35184071.
  14. ^ Rico, G. L. (1983). Writing the natural way: using right-brain techniques to release your expressive powers. New York: Penguin Putnam.
  15. ^ Canas, A. J., Coffey, J. W., Carnot, M. J., Feltovich, P., Hoffman, R. R., Feltovich, J. et al. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Report to the Chief of Naval Education and Training Pensacola FL 32500.
  16. ^ Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
  17. ^ Pauk, W. (2001). How to study in college. Boston, MA: Houghton Mifflin.
  18. ^ Nast, J. (2006). Idea mapping: how to access your hidden brain power, learn faster, remember more, and achieve success in business. Hoboken, NJ: John Wiley & Sons.
  19. ^ Turley, J. (1989). Speed-reading in business. An action plan for success. Menlo Park, CA: Crisp Publications.
  20. ^ Ishikawa, K. (1984). Guide to quality control (2nd revised English ed.). New York: Unipub.
  21. ^ O'Donnell, A. M., Dansereau, D. F. & Hall, R. F. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86.
  22. ^ Rose, C. & Nicholl, M. J. (1997). Accelerated learning for the 21st century: the six-step plan to unlock your master mind. London: Judy Piatkus Publishers.
  23. ^ Buzan, T. (2000). Use your head. Harlow, England: BBC Active.; Catchpole, R. & Garland, N. (1996). Mind maps: using research to improve the student learning experience. In G. Gibbs (Ed.), Improving student learning: using research to improve student learning (pp. 211–222). Oxford: Oxford Centre for Staff Development at Oxford Brookes University.; Gruneberg, M. M. & Mathieson, M. (1997). The perceived value of minds maps (spider diagrams) as learning and memory aids. Cognitive Technology, 2, 21–24.; Hartley, J. (2002). Note-taking in non-academic settings: a review. Applied Cognitive Psychology, 16, 559–574.
  24. ^ Caviglioli, O. & Harris, I. (2000). Mapwise accelerated learning through visible thinking. Strafford, NH: Network Educational Press.
  25. ^ Minto, B. (1987). The pyramid principle. Harlow, England: Financial Times, Prentice Hall, Pearson Education.
  26. ^ Laskey, Marcia L.; Gibson, Paula W. (1997). "Charting". College Study Strategies: Thinking and Learning. Boston: Allyn and Bacon. pp. 145–153. ISBN 0205191525. OCLC 35184071.
  27. ^ Nist-Olejnik, Sherrie; Holschuh, Jodi (2014). "Charting". College Success Strategies (4th ed.). New York: Pearson Education. p. 140. ISBN 9780205190911. OCLC 740250682.
  28. ^ Pacheco, Beth (1985). "Charts and Study Frames". Academic Reading and Study Skills: A Theme-Centered Approach (1st ed.). New York: Holt, Rinehart and Winston. pp. 87–98. ISBN 0030620341. OCLC 10429683.
  29. ^ a b Laskey, Marcia L.; Gibson, Paula W. (1997). "Mapping". College Study Strategies: Thinking and Learning. Boston: Allyn and Bacon. pp. 135–141. ISBN 0205191525. OCLC 35184071.
  30. ^ a b Cristine, Goldberg (November 2004). "Brain Friendly Techniques: Mind Mapping". School Library Media Activities Monthly. 21 (3). ISSN 0889-9371.
  31. ^ Jacobs, Keil. A Comparison of Two Note Taking Methods in a Secondary English Classroom Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects [79] Conference proceedings held at the Eugene Hughes Metropolitan Complex, Wichita State University, April 25, 2008. Symposium Chair: David M. Eichhorn
  32. ^ Broe, Duane (Summer 2013). "The Effects of Teaching Cornell Notes on Student Achievement" (PDF). www.minotstateu.edu/#. Archived from the original (PDF) on 2020-07-09. Retrieved 2017-05-12.
  33. ^ Quintus, Lori; Borr, Mari; Duffield, Stacy; Napoleon, Larry; Welch, Anita (Spring–Summer 2012). "The Impact of the Cornell Note-Taking Method on Students' Performance in a High School Family and Consumer Sciences Class" (PDF). www.natefacs.org. Retrieved 2018-10-10.
  34. ^ Zulejka, Baharev (2016). The effects of Cornell note-taking and review strategies on recall and comprehension of lecture content for middle school students with and without disabilities (Thesis). Rutgers University - Graduate School of Education. doi:10.7282/T3HD7XZ8.
  35. ^ Carlston, David L. (2011-06-14). "Benefits of Student-Generated Note Packets". Teaching of Psychology. 38 (3): 142–146. doi:10.1177/0098628311411786. ISSN 0098-6283. S2CID 145306500.
  36. ^ "SQ4R Reading Method". brazosport.edu. Retrieved 2018-03-26.
  37. ^ Hamilton, Sheri L.; Seibert, Marilyn A.; Gardner, Ralph; Talbert-Johnson, Carolyn (May 2000). "Using Guided Notes to Improve the Academic Achievement of Incarcerated Adolescents with Learning and Behavior Problems". Remedial and Special Education. 21 (3): 133–170. doi:10.1177/074193250002100302. ISSN 0741-9325. S2CID 143857611.
  38. ^ Eco, Umberto (2015) [1977]. "The Work Plan and the Index Cards". How to Write a Thesis. Cambridge, MA: MIT Press. pp. 107–144. doi:10.7551/mitpress/10029.003.0008. ISBN 9780262527132. JSTOR j.ctt17kk9g5.10. OCLC 897401730.
  39. ^ "Academic Freedom and Faculty Intellectual Property in the Era of Zoom and Learning Management Systems". www.mla.org. Modern Language Association. Retrieved 2024-06-08.
  40. ^ Nisenson, Aaron; Sinclair, Chris. "Remote Teaching, Recording of Classes and Intellectual Property" (PDF). www.aaup.org (PowerPoint presentation). Retrieved 2024-06-08.
  41. ^ "My Teaching Materials have been posted online FAQ". library.torontomu.ca. Toronto Metropolitan University Library. 6 February 2018. Retrieved 2024-06-08.
  42. ^ Flaherty, Colleen. "IP Problems". Inside Higher Ed. Retrieved 2024-06-08.
  43. ^ "Attention, Students: Put Your Laptops Away". NPR.org. Retrieved 2018-04-18.
  44. ^ Cain, J; Bird, ER; Jones, MK (2008). "Mobile computing initiatives within pharmacy education". Am J Pharm Educ. 4 (7): 72. doi:10.5688/ajpe797107. PMC 4812780. PMID 27168620.
[edit]
Wikibooks has a book on the topic of: Note Taking
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