Applying Discipline When Taking Notes in an Era of Computers

Note taking is truly an art form in and of itself. It can take years of schooling for a student to find a particular method of note taking that fits them best. There are multiple factors that play into a method: what information one writes down and in what form: abbreviated, whole, or segmented for example. But perhaps the most defining factor in a person’s note taking is whether they choose to copy words verbatim or translate information into their own words. Writing verbatim allows more information to be taken and preserved for later studying. But translating information into one’s own words helps a person to “encode” the information and reinforce their memory of the material. In an era where computers allow students to take more in-class notes, the option to write class material verbatim has been made easier by laptops. But is it necessary to reevaluate how students are taught to take notes, rather than by the medium they use?

A 2014 article by Pam Mueller and Daniel Oppenheimer investigated whether longhand note taking was more effective than note taking via computer. In three different studies conducted for the paper, results consistently showed long hand writing lead to better test scores and overall grades. In their first study Mueller and Oppenheimer found that “participants using laptops are more likely to take lengthier transcription-like notes with greater verbatim overlap with the lecture.” Despite having more information available to study, laptop note-takers still underperformed. Long hand note-takers couldn’t easily copy words verbatim. But by “transcribing” the material, long hand note-takers reinforced external memory storage.

This initial study indicates students are more likely to write verbatim with laptops, gaining more written information but not reinforcing their memory of the material. But, the same practice can be done when long hand writing. I almost always take notes on a spiral journal. If a professor is using a PowerPoint to guide them in their lecture, I often find myself copying notes word for word. It can be a struggle to keep up, though, and I’ll occasionally miss information. If students choose to always write verbatim, the laptop is clearly the way to go. Inversely, doesn’t this mean notes taken via laptop can be transcribed? How might the results differ if a student was told to do this?

In their second study in the article Mueller and Oppenheimer found when note-takers were told to transcribe their notes, there was no significant statistical difference in performance. On page 5 they say, “participants taking more notes performed better…but those whose notes had less verbatim overlap also performed better.” These principles held true for both long hand note-takers and laptop note-takers. Whereas long hand note-takers had an advantage of writing less verbatim notes, laptop note-takers had an advantage of writing more notes.

Mueller and Oppenheimer ultimately conclude that students who take notes long hand tend to show better performance than students who take notes via laptop. But this is primarily because laptop note-takers are more likely to write verbatim, because it is easier to do so. But were a student to use a laptop to transcribe their notes, could they not perform better?

The driving theme behind Mueller and Oppenheimer’s studies seems not to be about the medium, but rather note-taking by transcribing versus writing verbatim. The results of the studies indicate note-taking by computer puts students at a disadvantage because they are more likely to write verbatim. That much is clear.

But what if a student applied enough discipline to truly transcribe notes via laptop? Wouldn’t they record more information and reinforce their external memory storage? Mueller and Oppenheimer seem to say it’s more likely laptop note-takers write verbatim. But is it truly impossible for them to transcribe notes like they would if they were writing long-hand? Maybe the most disciplined students are capable of using laptops to their advantage. If they are aware of the best note-taking methods they could apply them to note-taking through any medium.

What I think this means is that in order for students to take full advantage of the benefits of using a laptop, three things are required: an awareness of what note-taking strategies are best, an awareness of the pitfalls of using a laptop are required, and the discipline to apply this knowledge to their notes.

Besides Mueller and Oppenheimer’s studies, other research reinforces shows there are specific note-taking techniques that better reinforce memory and performance. For example, on page 173 of Effects of Note-Taking Format and Study Technique on Recall and Relational Performance, researchers explain that test performance is best when ideas are organized and well connected in memory. The research found that conventional notes, or notes that merely abbreviated information, neither organized nor reinforced one’s memory of material.

If students had knowledge of research and facts like this, they might excel in all aspects of their note-taking. Though, research shows students who take notes on computers are more likely to write verbatim, if they were taught proper discipline they may be able to take full advantage of the benefits of note-taking on the computer. Understanding how to transcribe one’s notes and how to avoid writing verbatim are the key to doing so.

Link to Analytical Response on Sci-Tech Blog

Works Cited

Mueller, Pam. Oppenheimer, Daniel. “The Pen is Mightier Than the Keyboard: Advantages of Long Hand Over Laptop Note Taking.” Psychological Science April 2014. Print.

Kiewra, Kenneth. Benton, Stephen. Risch, Nancy. Kim, Sung-Il. Christensen, Maribeth. "Effects of Note-Taking Format and Study Technique on Recall and Relational Performance." Contemporary Educational Psychology 1996: 172-187. Print.