Skip to main content
SpringerLink
Log in

Notetaking research

Implications for the classroom

  • Articles
  • Published:
Journal of instructional development

Abstract

The study of student notetaking behaviors has produced useful insights into how students learn from lectures. This article presents five preliminary conclusions about notetaking practices based on findings from the notetaking literature. Each conclusion is followed by a discussion of the implications for classroom instruction. Finally, the author proposes links between various lecturer and student behaviors and the external events of instruction described by Gagne and Briggs (1979).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Berliner, D.C.ATI in two studies of learning from lecture instruction. Berkeley, CA: Far West Lab for Educational Research & Development, 1971. (ERIC Document Reproduction Service No. ED 046 249).

    Google Scholar 

  • Berliner, D.C.The generalizability of ATI across subject matter. Berkeley, CA: Far West Lab for Educational Research & Development, 1972. (ERIC Document Reproduction Service No. ED 062 642).

    Google Scholar 

  • Carter, J.F., & Van Matre, N.H. Notetaking versus notehaving.Journal of Educational Psychology, 1975, 67, 900–904.

    Article  Google Scholar 

  • Corey, S.M. The efficacy of instruction in notetaking.Journal of Educational Psychology, 1955, 26(3), 204–209.

    Google Scholar 

  • Craik, F.I.M., & Tulving, E. Depth of processing and retention of words in episodic memory.Journal of Experimental Psychology, General, 1975, 104, 268–294.

    Article  Google Scholar 

  • Cronbach, L. & Snow, R.Aptitudes and instructional methods. New York: Irvington Press, 1977.

    Google Scholar 

  • DiVesta, F.J., & Gray, S. Listening and notetaking. II. Immediate and delayed recall as function of variations in thematic continuity, notetaking and length of listening review intervals.Journal of Educational Psychology, 1973, 64, 278–287.

    Article  Google Scholar 

  • Fisher, J.L., & Harris, M.B. Effect of notetaking and review on recall.Journal of Educational Psychology, 1973, 65(3), 321–325.

    Article  Google Scholar 

  • Gagne, R. & Briggs, L.Principles of instructional design. New York: Holt, Rinehart, & Winston, 1979.

    Google Scholar 

  • Ganske, L. Notetaking: A significant and integral part of learning environments. Educational Communications and Technology Journal, 1981, 29(3), 155–175.

    Google Scholar 

  • Greene, E.G. Lecture vs. reading.Genetic Psychology, Monographs, 1928,4, 457–560.

    Google Scholar 

  • Hartley, J. & Cameron, A. Some observations on the efficiency of lecturing.Educational Review, 1967, 20, 30–37.

    Article  Google Scholar 

  • Hartley, J. & Davies, I. Note-taking: A critical review.Programmed Learning and Educational Technology, 1978, 15(3), 207–224.

    Google Scholar 

  • Howe, M.J.A. Using student’s notes to examine the role of the individual learner in acquiring meaningful subject matter.Journal of Educational Research, 1970, 64, 61.

    Google Scholar 

  • Howe, M. & Godfrey, J. Student notetaking as an aid to learning. Exeter University Teaching Services Department, Exeter, UK, 1977.

    Google Scholar 

  • Ladas, H.S. Notetaking on lectures: An information processing approach.Educational Psychologist, 1980,15(1), 44–53.

    Article  Google Scholar 

  • Maddox, H. & Hoole, E. Performance decrement in the lecture.Educational Review, 1975, 28, 17–30.

    Article  Google Scholar 

  • Norton, L. The effects of notetaking and subsequent use on long-term recall.Programmed Learning and Educational Technology, 1981, 18(1).

  • Palmatier, R.A., & McNinch, G. Sources of gains in listening skills: Experimental or pre-test experience?Journal of Communication, 1972, 22(3), 70–76.

    Article  Google Scholar 

  • Peper, R.J., & Mayer, R.E. Notetaking as a generative activity.Journal of Educational Psychology, 1978, 70(4), 514–522.

    Article  Google Scholar 

  • Peters, D.L. Effects of notetaking and rate of presentation on short-term objective test performance,Journal of Educational Psychology, 1972, 63, 276–280.

    Article  Google Scholar 

  • Shimmerlik, S.M., & Nolan, J.D. Reorganization and recall of prose.Journal of Educational Psychology, 1976, 68, 779–786.

    Article  Google Scholar 

  • Thomas, G.S. Use of student notes and lecture summaries as study guides for recall.Journal of Educational Research, 1978, 71(6), 316–319.

    Google Scholar 

  • Tobias, S. Achievement treatment interactions.Review of Educational Research, 1976, 46, 61–74.

    Google Scholar 

  • Tobias, S. Adapting instruction to individual differences among students.Educational Psychologist, 1981, 16, 111–120.

    Google Scholar 

  • Tobias, S. When do instructional methods make a difference?Educational Researcher, 1982, 11(4), 4–9.

    Google Scholar 

  • Travers, R.M.W.Essentials of Learning. New York: 3rd edition, The Macmillan Company, 1967.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Minnesota, 130 Peik Hall, 55455, Minneapolis, Minnesota

    Carol A. Carrier

Authors
  1. Carol A. Carrier
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Carrier, C.A. Notetaking research. Journal of Instructional Development 6, 19–26 (1983). https://doi.org/10.1007/BF02906208

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02906208

Keywords

Search

Navigation