This paper aims (1) to determine why students take notes, (2) to survey the research findings available in the current literature, (3) to identify inadequacies and omissions in this literature in order to suggest more profitable lines of research for future study, and (4) to suggest guide‐lines for both teachers and students which will exploit more effectively the potential of note‐taking.

Note‐taking: A critical review

Using the conceptual frameworks of "levels of rocessing" and "transfer appropriate processing," the research ite'rature on listening and notetaking was interpreted. Based on these frameWorks,-implications for encoding and external storage hypotheses, are presented and critiqued. The report concludes that therejis a_potential benefit to students from the encoding function -of notetaking'when the lecture environment permits deep processing while taking notes and when students take the kind of notes that entail processing the information in the way they will be tested on it.-The:report also concludes that students can benefit from reviewing notes when the notes contain the information on which they -wkll be tested and when students process the information in a way similar tothat in which it will be used on the test. The rePort critiques Pauk's Cornell system for'taking notes and filds that, in 'general; the advice given is consistent with current research. ,Finally, recoMmendations are offered for college instructors on ticmg to give, effective lectures and for students on how to take and use notes effectively. An extensive reference list is included. (SRT)

The value of taking notes during lectures

This paper presents a summary of the issues concerning the viability of the "lecture" as a teaching strategy for large groups. A review of the accounting literature suggests that research and debate regarding the role of the lecture in the learning process has been minimal. Historically, the changes that have occurred in the lecture were the result of new technologies applied to the presentation process. It is suggested that one result of technological advancements in society has been the creation of a discerning/sophisticated audience (students). The implication drawn is that the lecture needs to adapt to match such changes in the audience. Finally, two models for evaluating the lecture are presented, one which has a pedagogical basis and the other a cost benefit analysis.

/pdf/the-lecture-a-teaching-strategy-for-large-groups-a-reprise-1thkbqhdjo.pdf

The Lecture A Teaching Strategy For Large Groups: A Reprise

The Effect of Dictated Notes on the Recall and Comprehension of Connected and Disconnected Verbal Material

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The Effect of Dictated Notes on the Recall and Comprehension of Connected and Disconnected Verbal Material