Presents five preliminary conclusions about notetaking practices based on findings in the literature. Each conclusion is followed by a discussion of its implications for classroom instruction, and links between various lecturer and student behaviors and the external events of instruction are proposed. (Author/MBR)

The idea of annotating Web pages is not a new one: early proposals date back to 1994. A tool providing the ability to add notes to a Web page, and to share the notes with other users seems to be particularly well suited to an e-learning environment. Although several tools already provide such possibility, they are not widely popular. This paper…

In a classroom research project, one college teacher experimented with a variation on conventional lecture method to improve student understanding of content. At logical points in the lecture, approximately 15-20 minutes apart, the lecturer pauses and directs students to review the material and paraphrase it in writing. Analysis of student notes…

Argues that base-level critical thinking, attendance, and notetaking differentially predicted performance measures in a large human development course. Multiple regression analyses showed that critical thinking was the strongest indicator of multiple-choice examination performance, while notetaking was the best predictor of total course…

Evaluated the effects of the study skills enhancement technique taught at Bowling Green State University Study Skills Laboratory on the test-taking performance of Sociology 101 students. Found that those students who participated in the program four or more hours per week performed better on tests. (SLM)

Eighth graders (N=85) participated in a study that manipulated the content and form of students' lecture notes. Matrix notes were found to be relatively effective for learning concepts. Girls recorded a greater number of notes than boys on tests involving recall and recognition of factual items. (IAH)

Seventy-seven college students took notes, answered inserted conceptual "pre-questions," or did both while listening to a factual passage. Interspersed questions produced deeper and more elaborate note-taking that influenced recall as well. Note-taking alone was more shallow. Overt review of notes or questions aided recall. (SLD)

A review of the literature on lecture notetaking delineates research concerning learning from native-language (L1) lectures as a function of L1 notetaking, outlines accepted axioms of good notetaking, and suggests continued research to assess the utility of these axioms and to explore further second-language lecture information processing.…

Two studies evaluated the effectiveness of guided notes with five secondary students with mild disabilities and three postsecondary students with learning disabilities. In both studies, use of guided notes resulted in significantly improved academic performance. (Author/DB)

The traditional format for process recording, used in social work field education, is a written verbatim report of the worker-client interaction. It is argued that the process recording should be reconceptualized as a continuum of techniques. A proposed method is explained, suggestions for incorporating varied techniques are offered, and a model…

A note-taking aid for individuals with blindness or handwriting difficulties is proposed, in which students record the important ideas from a speech using a delayed recording system. The system stores a portion of the speech on an endless loop of tape as a buffer until the decision to record is made. Prototype test results are discussed. (JDD)

Ways that dictation helps students learn English as a Foreign Language are discussed. Varieties of dictation are included along with one teacher's experience using it in a Chinese university. (one reference) (LB)

The Study Habits Inventory examined strengths and weaknesses in secondary education majors' notetaking, studying, and test-taking skills and found students were well-prepared to teach important studying and testing skills. Research indicates that prospective teachers' academic skills may positively affect their achievement in academic settings.…

A study of 82 Canadian college freshmen investigated working memory, verbal ability, and prior knowledge as predictors of quality of students' lecture notes, lecture summaries, and content recall. Students with higher working memory benefitted more from listening to the lecture than from listening and taking notes. Quality of summaries predicted…

This study examined effects of guided notes on the academic performance of seven adolescent males with learning and behavior problems, who were in a medium-security juvenile detention center. The students' academic performance improved and six of the seven students reported they preferred using guided notes. (Contains references.) (DB)