a Department of Psychological Sciences , Kent State University , Kent, OH , USA.
b Department of Psychology , Kent State University , Salem.
Memory. 2019 Jul;27(6):807-819. doi: 10.1080/09658211.2019.1569694. Epub 2019 Feb 12.
Students rely on their notes to memorise and learn critical course content, and recent studies of note-taking state that most students take notes, citing a survey published in 1974. Over the past four decades, classrooms and note-taking technologies have evolved: students can take notes on electronic devices, and some classes are entirely online. Despite these changes, few studies have investigated their impact on note-taking habits. Given that note-taking is critical for student learning, the purpose of the present study was to update the literature on students' general note-taking behaviour and investigate the impact of these newer technological advances on note-taking. We surveyed 577 college students, using questions from prior surveys and new questions relevant to technology. As per prior studies, students still reported taking notes in classrooms, and as important, students reported flexibility in their note-taking by (a) using a notebook or a laptop depending on course demands and (b) often deciding not to take notes in online courses. Thus, students are flexible in their note-taking behaviour, but may not always make the best decisions about how and when to take notes.
学生依赖笔记来记忆和学习关键课程内容，最近的笔记研究表明，大多数学生都会做笔记，援引了 1974 年发表的一项调查。在过去的四十年中，教室和记笔记技术发生了变化：学生可以在电子设备上做笔记，有些课程完全是在线的。尽管发生了这些变化，但很少有研究调查它们对记笔记习惯的影响。鉴于记笔记对学生学习至关重要，本研究旨在更新关于学生一般记笔记行为的文献，并研究这些新技术进步对记笔记的影响。我们调查了 577 名大学生，使用了之前调查中的问题和与技术相关的新问题。与之前的研究一样，学生仍然报告在教室里做笔记，同样重要的是，学生在记笔记方面具有灵活性，具体表现为（a）根据课程需求使用笔记本或笔记本电脑，以及（b）经常决定不在在线课程中做笔记。因此，学生在记笔记行为方面具有灵活性，但他们可能并不总是能做出关于如何以及何时记笔记的最佳决策。
