Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment
University students are increasingly taking a digital approach to notetaking in lectures, influenced by technological developments, environmental sustainability, and the Covid-19 pandemic. This research aims to understand the ways in which students currently make digital notes and identify barriers...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2373552 |
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| author | Beckie Arden Jennifer Norris Steve Cole Simon C. Gamble |
| author_facet | Beckie Arden Jennifer Norris Steve Cole Simon C. Gamble |
| author_sort | Beckie Arden |
| collection | DOAJ |
| description | University students are increasingly taking a digital approach to notetaking in lectures, influenced by technological developments, environmental sustainability, and the Covid-19 pandemic. This research aims to understand the ways in which students currently make digital notes and identify barriers to digital notetaking from a student perspective. Data were collected between January and May 2022 through a questionnaire (n = 123) and four focus groups (n = 17), including both undergraduate and postgraduate students representing a wide range of degree subjects. We find that students’ decisions about when and how to take digital notes are multi-faceted and change over time, responding to three interrelated aspects of the university learning environment: (1) perceived social pressure, (2) lecture content, delivery, and future assessment, and (3) affordances of digital technologies. We argue that this has implications for supporting students’ notetaking skills development, especially at the transition to university, as well as for lecturers’ pedagogical decisions around uses of technology in both live and recorded lectures. A nuanced approach to the ‘digital divide’ must consider equality of access to digital technologies that meet students’ multiple academic needs, as well as supporting students’ agency in finding their own solutions. |
| format | Article |
| id | doaj-art-1b0cba0436a14b21a87b07b153ceea9a |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-1b0cba0436a14b21a87b07b153ceea9a2025-08-20T01:47:57ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2373552Digital notetaking in lectures: how students adapt to a multi-faceted university learning environmentBeckie Arden0Jennifer Norris1Steve Cole2Simon C. Gamble3Library Services, University of Bristol, Bristol, UKLibrary Services, University of Bristol, Bristol, UKDigital Education Office, University of Bristol, Bristol, UKLibrary Services, University of Bristol, Bristol, UKUniversity students are increasingly taking a digital approach to notetaking in lectures, influenced by technological developments, environmental sustainability, and the Covid-19 pandemic. This research aims to understand the ways in which students currently make digital notes and identify barriers to digital notetaking from a student perspective. Data were collected between January and May 2022 through a questionnaire (n = 123) and four focus groups (n = 17), including both undergraduate and postgraduate students representing a wide range of degree subjects. We find that students’ decisions about when and how to take digital notes are multi-faceted and change over time, responding to three interrelated aspects of the university learning environment: (1) perceived social pressure, (2) lecture content, delivery, and future assessment, and (3) affordances of digital technologies. We argue that this has implications for supporting students’ notetaking skills development, especially at the transition to university, as well as for lecturers’ pedagogical decisions around uses of technology in both live and recorded lectures. A nuanced approach to the ‘digital divide’ must consider equality of access to digital technologies that meet students’ multiple academic needs, as well as supporting students’ agency in finding their own solutions.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2373552Asynchronous lecturedigital notesdigital technologyhigher educationlecture notesnotetaking |
| spellingShingle | Beckie Arden Jennifer Norris Steve Cole Simon C. Gamble Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment Cogent Education Asynchronous lecture digital notes digital technology higher education lecture notes notetaking |
| title | Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment |
| title_full | Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment |
| title_fullStr | Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment |
| title_full_unstemmed | Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment |
| title_short | Digital notetaking in lectures: how students adapt to a multi-faceted university learning environment |
| title_sort | digital notetaking in lectures how students adapt to a multi faceted university learning environment |
| topic | Asynchronous lecture digital notes digital technology higher education lecture notes notetaking |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2373552 |
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