The dilemma faced by lecturers is that students are constantly attached to their mobile devices (Maclachlan 2016) and that it therefore seems worthwhile to explore ways in which those mobile devices can be used for educational purposes.Īs the process of note-taking is associated with action words and phrases such as capture, recall (Piolat et al. Current researchers support this finding by confirming that if students take notes with a mobile device such as a laptop, they mechanically transcribe what the lecturer is saying, which results in shallow cognitive processes (Mueller and Oppenheimer 2014). 2013), many students still use the pen-and-paper method. Regardless of previous research that claims that computers can be used for note-taking (Bui et al. Note-taking is the one activity that lecturers do not need to actively encourage, as students seem to take notes automatically (Morrison et al. Therefore, it is perhaps not surprising that many students still franticly take notes in class in the twenty-first century. App for taking notes research software#This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking.ĭespite the fact that many university lecturers have embraced innovative teaching methods such as peer teaching and flipped classrooms, some still spend most of their time in class, lecturing in the traditional way as they have always done (Bui et al. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. All the students agreed that they would not commit themselves to using only one application or device. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. App for taking notes research series#In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. The potential of using technology to enhance note-taking activities has recently come under the spotlight. Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives.
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