Abstract
University of Bristol students have indicated that 65% of them take notes digitally. As learning developers, how do we support students to take fit-for-purpose digital notes against a background of changing technology? In this study we posed two questions: What are the ways in which students currently take digital notes in lectures? What difficulties do students encounter in taking digital notes in lectures? Following formal ethical approval, we collected data using a questionnaire (n=123) and four focus groups (n=17), between January and May 2022. Participants in both included undergraduate and postgraduate students representing arts, humanities and STEMM subjects. Participation was voluntary and results were anonymised. We found that students choose a wide variety of digital tools for notetaking, in response to three interrelated aspects of the university learning environment: (1) perceived social pressure, for example the sound of typing, (2) lecture content, delivery and future assessment, and (3) affordances of digital technologies such as the comparative speed of typed notes. These themes have helped us understand the mechanisms of student notetaking choices and therefore allow us to offer relevant support. In this session we further illustrated the three main themes and presented examples of resources developed in response to them, modelling how learning developers can use these insights to support student notetaking practice: Firstly, through an open-access, online self-study resource that shares illustrative data from the research to inform student practice; secondly, a student-led workshop on OneNote, the most cited app in our student survey; and thirdly, a series of student blog posts on approaches to taking digital notes in different subject areas, as the research indicated lecture content affects digital notetaking choices. We also discussed how student notetaking practices may evolve considering emerging technologies such as generative AI tools.
Published Version
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