While a one-on-one repetition of note-taking is not an effective study method, the act of restructuring your notes into a more digestible and reviewable format after class is a powerful technique. This also makes using after-class note-taking methods such as the charting method, mapping method, and boxing method much easier, because you can simply cut and paste your notes instead of having to rewrite them. Handwritten notes also have some room for corrections, but the more you edit them, the messier and harder to review they usually get.īy having your notes stored inside a digital file you can edit, copy, resize, and move the sentences around however you deem fit. One major benefit of typing and digital note-taking is that you can easily edit your notes after class. Thus, it appears that for the encoding aspect of taking notes, the upper hand goes to handwriting. al., it was found that while the notes of students who use laptops have a higher word count, their quiz results tended to be worse. This can also limit knowledge acquisition, memorization, and retention normally achieved during the note-taking process.
Now, if we go back to the handwritten vs. Thus, we can conclude that there are benefits to the act of note-taking itself.
A highly cited study conducted by Kiewra in 1985 also revealed the same, with note-taking students (who did not review their notes) performing slightly better than students who didn’t take any notes. One study, conducted by Kobayashi, seems to suggest that yes – there is a positive encoding (although moderate) effect from note-taking. That is – does the act of note-taking by itself, without any reviewing, provide any benefits to knowledge acquisition? The encoding function encompasses only the act of note-taking itself. In scientific literature, the learning that takes place during the note-taking process is often called the encoding function.
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