You are here:

Note-Taking: Paper Versus Computer PROCEEDINGS

, Indiana Wesleyan University, United States ; , University of San Diego, United States ; , University of California, Los Angeles, United States ; , , Indiana Wesleyan University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is significant research on note-taking; however, there is little research comparing pen and paper note-taking to computer note-taking. Specifically, this project explored how taking notes on a computer influences learning. This project did not evaluate how to take notes or the usefulness of note-taking, but rather compared the effects of two different mediums on learning. Two reasons why low performance might be associated with computer use in class includes multitasking and taking verbatim notes (i.e., transcription). Therefore, controlling for multitasking, this study examined if and how taking notes on a computer affected student learning compared to pen/paper note-taking. Overall, the data suggest a trend towards increased learning in the pen and paper note-taking group compared to the computer note-taking group.

Citation

Devers, C., Hoffman, J., Lee, C., Ragsdale, E. & Devers, E. (2015). Note-Taking: Paper Versus Computer. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 772-776). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2018 from .

View References & Citations Map

References

  1. Baddely, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11).
  2. Blair, A. (2010). The rise of note‐taking in early modern Europe. Intellectual History Review, 20(3), 303-316.
  3. Bui, D., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105(2), 299-309.
  4. Chi, M., Siler, S., Jeong, H., Yamauchi, T., & Hausmann, R. (2001). Learning from human tutoring. Cognitive Science, 25, 471533.
  5. Clough, G., Jones, A.C., McAndrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24, 359-371.
  6. Di Vesta, F. & Gray, S. (1972). Listening and notetaking. Journal of Educational Psychology, 63(1), 8-14.
  7. Faber, J., Morris, J., & Lieberman, M. (2000). The effect of notetaking on ninth grade students’ comprehension. Reading Psychology, 21, 257-270.
  8. Fried, C.B. (2008). In-class laptop use and its effects on student learning. Computers& Education, 50(3), 906-914.
  9. Haas, C. (1999). On the relationship between old and new technologies. Computers and Composition, 16, 209–228.
  10. Kiewra, K.A., Benton, S.L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of note-taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20, 172-187.
  11. Kiewra, K.A., & Fletcher, H.J. (1984). The relationship between notetaking variables and achievement measures. Human Learning, 3, 273-280.
  12. Kobayashi, K. (2006). Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26(3), 459-477.
  13. Mueller, P.A., & Oppenheimer, D.M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop notetaking. Psychological Science, 25(6), 1159–1168.
  14. Piolat, A., Olive, T., & Kellogg, R.T. (2005). Cognitive effort during notetaking. Applied Cognitive Psychology, 19, 291-312.
  15. Sana, F., Weston, T., & Cepeda, N.J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers& Education, 62(March), 24-31.
  16. Stahl, N.A., King, J.R., & Henk, W. (1991). Enhancing students’ notetaking through training and evaluation. Journal of Reading, 34(8), 614-622.
  17. Titsworth, S. (2004). Students’ notetaking: The effects of teacher immediacy and clarity. Communication Education, 53(4), 305320.
  18. Van Meter, P., Yokoi, L., & Pressley, M. (1994). College students’ theory of note-taking derived from their perceptions of notetaking. Journal of Educational Psychology, 86(3), 323-338.
  19. Weaver, B.E. & Nilson, L.B. (2005). Laptops in class: What are they good for? What can you do with them? New Directions for Teaching and Learning, 2005, 3-13.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.