Notetaking in the Time of COVID‐19: Shifts in Students' Notetaking Practices Between In‐Person and Online Instruction.
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| Title: | Notetaking in the Time of COVID‐19: Shifts in Students' Notetaking Practices Between In‐Person and Online Instruction. |
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| Authors: | Imundo, Megan N. (AUTHOR), Sanchez, Rui Ling Rachel (AUTHOR), Gonzalez, Bianca (AUTHOR), Adler, Rebecca M. (AUTHOR), Bjork, Elizabeth Ligon (AUTHOR) |
| Source: | Applied Cognitive Psychology. May/Apr2025, Vol. 39 Issue 3, p1-18. 18p. |
| Subjects: | Notetaking, Organizational aims & objectives, Undergraduates, Metacognition, Pandemics |
| Abstract: | The COVID‐19 pandemic produced a unique opportunity to examine undergraduate students' notetaking practices for online courses. In this large survey study (n = 584), we examined how students' notetaking changed from before to during emergency online instruction and how students used their notes during this time. Our findings suggest that students made use of the affordances of online courses—especially the availability of lecture recordings and live captions—while taking notes. We also found mixed support for students' taking and using their notes in evidence‐aligned ways. Students reported that they consistently took notes and often used organizational strategies while notetaking. Yet, students also tended to take transcript‐style notes and often reviewed their notes passively and at the last minute. Together, our findings offer insight into how students leverage the unique features of online learning during notetaking and paint a nuanced picture of students' notetaking strategies. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The COVID‐19 pandemic produced a unique opportunity to examine undergraduate students' notetaking practices for online courses. In this large survey study (n = 584), we examined how students' notetaking changed from before to during emergency online instruction and how students used their notes during this time. Our findings suggest that students made use of the affordances of online courses—especially the availability of lecture recordings and live captions—while taking notes. We also found mixed support for students' taking and using their notes in evidence‐aligned ways. Students reported that they consistently took notes and often used organizational strategies while notetaking. Yet, students also tended to take transcript‐style notes and often reviewed their notes passively and at the last minute. Together, our findings offer insight into how students leverage the unique features of online learning during notetaking and paint a nuanced picture of students' notetaking strategies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08884080 |
| DOI: | 10.1002/acp.70068 |
