Advise students on note-taking conditionally: consider cognitive ability, lecture format, and note-taking method rather than recommending note-taking universally¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review concludes that note-taking "may not always be beneficial, and depends on the way lectures are presented, how notes are taken, and individual differences in cognitive abilities." It recommends that moderating factors such as cognitive ability "should be taken into account when advising students whether they should or should not take notes during their lectures." It also suggests video lectures may make note-taking beneficial for all students because pausing removes the simultaneous comprehension load of live lectures.

Design Implications¶

Context¶

Requirements¶

• Knowledge of the student's cognitive ability and of the lecture format and speed before giving advice

Constraints¶

• The review notes many factors have weak or inconclusive evidence and that reliable knowledge requires high-powered studies examining underlying cognitive mechanisms

Target Learners¶

• students in educational settings attending live or video lectures

Target Learning Goals¶

• memory for lecture content

Affordances¶

• Cognitive Load Framework Note Taking

Related Strategies¶

• Note Taking
• Note Taking Structures
• Interactive Note Taking

Examples¶

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Key Sources¶

• Jansen, R. S., Lakens, D., & IJsselsteijn, W. (2017). An integrative review of the cognitive costs and benefits of note-taking. Educational Research Review. https://doi.org/10.1016/j.edurev.2017.10.001