Note taking practices changed when students began to use laptops in the classroom. Along with the digitalisation of the learning environment, teachers’ handouts were delivered in advance in an electronic format, and it was for the students to decide whether they printed the handouts or learned effective ways of using electronic annotation tools. Students underlined, made comments and complemented the condensed information the teachers provided instead of selecting, writing down and synthesizing the information themselves. Over recent decades, teachers began to deliver students printed handouts of their lectures. However, the paper and pen method also enabled non-linearity, i.e., moving back and forth in their notes, underlining, drawing and making visual representations and connections between different parts of the notes. This type of linear note taking recorded all the content of the lectures in the order in which it was received. Subsequent studies showed that students’ proficient self-produced note taking practices led to efficient studying, improved retention and learning outcomes.įor centuries, the students’ task was to take notes with a blank paper and a pen with which to record as much information as they could, following the order of the instructor’s presentation. The second function was the organising and storing of information for later retrieval. In the act of note taking, students encoded information by actively transcribing, selecting and summarizing relevant information. The seminal work by Di Vesta and Gray showed that note taking served primarily two functions: encoding and storage. While taking notes, learners interpret, filter and process the information at hand, make connections between new information and their prior knowledge and produce a format that enables them to retrieve information later. The art of note taking is crucial in academic studies but research on how students take notes with the digital technology is scarce. Applications for mobile devices have been developed to assist students and clinicians in clinical decision making and have provided students with timely feedback in the workplace. They have benefited from using mobile devices as an online information resource, valued having digital course materials always at hand and expressed that information technology in classes improved their learning. Students have had mostly positive attitudes towards mobile learning. Tablet computers, especially iPads, have been piloted and these devices have been reported to invigorate students’ information seeking, time-management and note taking. With the development of mobile technology and students’ self-directed study use of smart phones and tablet computers, several medical schools have incorporated mobile devices into their learning environment. Students use mobile devices extensively for communication and information seeking in their everyday life.
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