The purpose of this study was to investigate the efficacy of providing students with access to formatted copies of lecture notes based on the PowerPoint slides used by the instructor. The research question was as follows: "Can first-year students taking the ARTS 1110 Introduction to University course be taught how to make better use of online lecture notes?" Data was gathered using a combination of pre- and posttest quantitative surveys and pre- and posttest qualitative focus groups. The results indicated that students, in both the control group and the experimental group, did not use the online notes as they had been intended by the researchers. Most students, in each group, did not use the online notes in class but they did indicate that they used the online notes as a study aid or if they had missed class. The students in the experimental group, who had been taught the parallel note-taking system, did show significance in two areas: (1) adding their own notes to the online notes; and (2) summarizing the main points of the lecture. The following are appended: (1) Pre-Study Survey; (2) Post-Study Survey for the Control Group; (3) Post-Study Survey for the Experimental Group; (4) Pre/Post Focus Group Questions; (5) Additional Post-Focus Group Questions for the Experimental Group; and (6) Table of Answers to the Survey Questions.