Students' Note-Taking Challenges in the Twenty-First Century: Considerations for Teachers and Academic Staff Developers

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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Higher Education; Foreign Countries; Notetaking; Performance Factors; Barriers; Research Projects; Influence of Technology; Student Experience; Lecture Method; Study Skills; Skill Analysis; Skill Development; Educational Environment; Attendance

10.1080/13562517.2011.590974

1356-2517

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that first-year students just have: they face considerable challenges and in many instances prefer to be provided with notes. Although as academics we need to ask the question what our role is in students' note-taking, we also need to ask ourselves whether the debate about note-taking is still relevant in the twenty-first century. The rapid technological changes challenge not only the idea of note-taking in lectures but also the idea of lectures as a format and forum where teaching and learning takes place.

As Provided

34

2012

EJ968928