The Utility of Taking Notes as an Aid to Learning

Abstract

Summary Does note‐taking by students contribute to the acquisition of knowledge? Taking notes does provide a record of information, but since there are inexpensive alternative methods of reproducing knowledge, the extensive continued use of note‐taking in education can be justified only if learning is facilitated thereby. Much of the published research takes the form of broad comparisons of recall following experimental conditions in which learners took notes or made no notes, and the majority of such studies have produced no evidence for positive effects of note‐taking. However, recent research has shown that in addition to recording information, note‐taking influences learning by (a) ensuring that learners attend to information, (b) providing a version of the information that is particularly valuable to the individual learner, and through (c) direct effects of the activities involved in taking notes. Learning is strongly influenced by the particular note‐taking strategy an individual adopts. It is suggested that the failure of the earlier compatison studies to produce firm evidence of the value of note‐taking is due to their failure to exert precise control over learners’ activities.

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