Case Study Of Note Taking

In an ever changing world, it is hard not to notice the various developments that are occurring at a fast pace. One such example would be in relation to the advancements in technology, which has brought into light the change in the way we go about our daily lives. Education systems are one of the categories that are heavily impacted by these advancements in technology. Note-taking for example has been revolutionized from the common place of handwritten notes to utilizing technology for note-taking, such as laptops instead. With existing technology, students are now able to venture into new concepts that make note-taking an easier process. As such, this essay analyses four case studies that look into the differences between these two varying

The study begins by the authors expressing their views on the fact that little consideration was given to developing and strengthening the note taking skills of students in the UK. It further goes on to state that research has been done to look into the structure and styles of lectures as well as the methods of note-taking. However, very little research had been conducted to examine students’ conceptualization towards the act of note taking. Based on this foundation, the authors built their argument which was, that there was a lack of research that had been conducted on the students’ role in taking notes during lectures. The sample for the study was a representative sample of 18 self-selected students. 6 were traditional students, 6 were access students and the remaining 6 were international students. With students having chosen to take part in this study, they may not have

The first which is the hypothesis was to examine if transcription fluency, verbal working memory (VBM) and the ability to identify main ideas (Peverly et al., 2007). The second was to replicate the findings from previous research that notes and VBM were significantly related to test performance (Peverly et al., 2007). The study was separated into a pilot study and “study 1”. The participants of the pilot study were 85 undergraduate students who were completing an introductory psychology course at a university in northeastern United States. The mean age was 20.38. It was a voluntary participation and they received course credit for contribution to the study which brings about the possibility of biasness as the students may have taken part for their own personal gain rather than for the benefit of the study. The participants of study 1 comprised of 151 undergraduate students attending an introductory psychology course at a large, public university in central Pennsylvania (Peverly et al., 2007). Participants of this study also took part for course credit. It was a very homogeneous representative sample which brings to light the likelihood of the sample being biased. There was a generalization in the procedures over both studies except that study 1 was conducted over 2 sessions. The results attained from the pilot study were scrutinized through a regression analysis which aided in bringing to attention the relationship among the