Notetaking in College Classes: Student Patterns and Instructional Strategies

This article provides an integration of the research literature on the nature and effectiveness of student notetaking/reviewing options in college classes, particularly courses using a lecture format. Addressed are the cognitive and behavioral skills involved in notetaking, the predictive potential of notetaking versus reviewing, student characteristics related to notetaking effectiveness, and instructional strategies that promote effective notetaking/reviewing.

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