https://teaching.uic.edu/cate-teaching-guides/inclusive-equity-minded-teaching-practices/note-taking/#:~:text=Students struggle with note-taking,which they can take notes.
While researching the challenges that students face with note-taking, I came across some fascinating insights in a study by Kiewra, Colliot, and Lu (2018). The research highlights how effective note-taking requires a combination of skills that many students may struggle with. This caught my attention because note-taking is such a fundamental skill for academic success, and understanding the reasons behind students' difficulties can help inform better strategies to assist them.
One key challenge discussed in the article is fine motor and computer skills. Many students struggle to take effective notes because they can’t keep up with the pace of lectures. Lectures often move at a rate of 120-180 words per minute, while students typically average only 33 words per minute when typing and 22 words per minute when writing by hand (Wong, 2014). This discrepancy in speed clearly makes it difficult for students to keep up and capture all the relevant information. It’s a crucial point to consider, especially in an age where digital note-taking is becoming more popular. If students are unable to type fast enough, even typing can feel cumbersome, let alone handwriting notes at the speed required to effectively capture a lecture.
Another major barrier highlighted is sustained attentiveness. There are many distractions that can affect a student’s ability to take quality notes, such as the use of digital devices, audience questions, or even visual aids during the lecture (Maddox & Hoole, 1975; Kuznekoff, 2022). This brings to light the importance of not only improving technical skills like typing or handwriting but also encouraging students to develop better focus and concentration during lectures. It’s not just about what students are doing physically (writing or typing) but also how they stay mentally engaged with the content.
The study also delves into the reception and processing of information—another huge hurdle for students. When lectures are fast-paced, students often struggle to distinguish between essential points and less critical details, which leads to gaps in their notes. This is compounded by difficulties in synthesising information and translating it into concise notes. As the article points out, a student’s prior knowledge plays a key role in their ability to identify key concepts. Students with less background knowledge may miss important points or have difficulty processing complex ideas. This point got me thinking about how pre-lecture preparation or even scaffolding instruction could help students better filter and prioritise information during lectures.
Another interesting finding is how students often fail to capture all the details in their notes, especially when it comes to sub-level ideas. According to Kiewra and Benton (1988), students tend to get the main ideas down but often neglect the more specific details that would deepen their understanding. The article points out that students might record 91% of top-level ideas, but this drops drastically as the detail level increases—only 11% of the smallest details are typically captured (Austin et al., 2004). This was an eye-opening stat because it reflects a common issue in note-taking: while students capture the broad strokes, they miss the finer points that often make the difference in deeper comprehension and recall.
Additionally, the study highlights issues with inaccurate note-taking, such as vague or incorrect notes, especially when copying numbers or diagrams (Maddox & Hoole, 1975; Johnstone & Su, 1994). This made me think about the role of active listening and critical thinking in note-taking. When students try to transcribe information without fully processing it, it’s easy for them to make mistakes or fail to understand the material correctly.
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Reading through this research really got me thinking about the multifaceted nature of note-taking difficulties. It’s not just about writing quickly or having good handwriting, but rather how students process, organise, and accurately capture information. This makes me wonder about potential solutions or interventions, like real-time feedback on note-taking, structured templates, or even training sessions on prioritising key information during lectures. For my project, I’m considering how I can address these issues—particularly how to design tools or systems that help students overcome these barriers. Maybe something like an AI-assisted note-taking app that highlights key concepts in real time or offers prompts to help students focus on the essential points would be a useful tool. Ultimately, the goal would be to bridge the gap between what students are capable of doing and what they need to do to succeed academically.
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