Examining the effects of note-taking styles on college students’ learning achievement and cognitive load

Abstract

This study investigated the effects of note-taking styles on college students’ learning achievement and cognitive load in a 6-week lecture-based computer network course. Forty-two students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The results showed that students in the collaborative note-taking group did better on learning achievement and cognitive load than students in the other two groups. Particularly, students in the collaborative note-taking group had a significantly higher rate of learning achievement and a significantly lower level of extraneous load than students in the longhand note-taking group. Implications for practice or policy: College students can improve their learning achievement more effectively through collaborative note-taking style than individual note-taking style. College students can reduce extraneous load and improve germane load levels through collaborative note-taking. Instructors and administrators should encourage college students to take more collaborative notes during classroom instruction.