The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

Crumb, Roni M.; Hildebrandt, Ryan P.; Sutton, Tina M.

doi:10.1177/0098628320979895

Cited by 4 publications

(1 citation statement)

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“…Journal of Learning Development in Higher Education, Issue 24: September 2022 11 example, P11 spoke of liking being able to scribble notes over print texts, and touch and interact with them, and P16 highlighted his lack of engagement with notes when typing in contrast to writing. Similar to the experiences of our students, research on note-taking has found that students encode memory more efficiently when handwriting notes as opposed to typing (Crumb et al, 2022).…”

Section: Reading and Note-takingsupporting

confidence: 70%

Student perceptions of reading digital texts for university study

Hargreaves

Robin

Caldwell

2022

jldhe

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An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students’ perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students’ reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print reading – in particular the scope for more sustained focus, detailed reading and enjoyment of the experience – were highly valued by the students. Students’ approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.

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Section: Reading and Note-takingsupporting

confidence: 70%