Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
Note-taking is instrumental to learning. Little is known regarding the note-taking preferences of OT students. This poster discusses first-year OT students' note-taking preferences and self-perceptions of note quality. Findings can guide faculty and program on avenues to better support students' learning.
Primary Author and Speaker: Marie-Christine Potvin
Additional Authors and Speakers: Monique Chabot, Colleen Zane
Contributing Authors: Abigail Garrity
BACKGROUND: Notetaking is a critical aspect of academic success in higher education (Boyle et al., 2015). The primary method of notetaking for decades has been handwriting (Luo et al., 2018). This began to change in the late 1990s with the advent of portable computers which allowed students to take notes digitally (Stacy & Cain, 2015). Shortly after this, scholars started debating the comparable value between digital and handwritten notes (Quade, 1996). Verbatim transcription is common with digital notetaking, as typing allows students to capture information faster than handwriting (Luo et al., 2018). However, students who take verbatim notes may not process the information properly, leading to less effective information retention (Mueller & Oppenheimer, 2014). Further, some have questioned whether students become distracted in class due to access to social media and electronic communications on their digital devices (Aguilar-Roca, Williams, & O'Dowd, 2012). In response, some occupational therapy (OT) education programs ban the use of digital devices in the classroom. The current generation of students have different learning styles and familiarity with technologies, but little is known about these students' note taking preferences, especially OT graduate students. This makes it difficult to implement classroom policies and instruction that truly support their learning (Twenge, 2017).
METHODS: A descriptive study (n = 57) of 1st year OT graduate students were recruited to explore their notetaking preferences, self-perception of the quality of their notes and degree of desire to improve their notetaking skills. The students were asked to complete the Note-taking Abilities and Strategies of University Students (NASUS; Masked Authors, submitted): a new, comprehensive, valid, and reliable self-report questionnaire of college students' notetaking abilities and preferred techniques.
RESULTS: The sample consisted primarily of female (96%), who were white (88%) and on average 24 years old. Thirty-seven percent of the sample never handwrite their notes, whereas 18% handwrite their notes at least 75% of the time. Interestingly, 33% of students report never typing notes in Microsoft PowerPoint or other software. Students reported being confident in their notetaking abilities (mean: 4.54 out of 6; SD: 0.71) and satisfied with the quality of their notes (mean: 4.23 out of 6; SD: 0.99). Surprisingly, for a group of graduate students, 31% of respondents reported being challenged with knowing what to include in their notes; 27% reported being challenged with taking notes while listening to lectures; and 35% reported wanting to change the ways they take notes in class.
CONCLUSION: Although OT students are accomplished, a large percentage still report challenges with taking notes during class and a desire to improve aspects of their notetaking. OT programs should consider resources and teaching strategies to help support student notetaking and information retention.
References
Aguilar-Roca, N. M., Williams, A. E., & O'Dowd, D. K. (2012). The impact of laptop-free zones on student performance and attitudes in large lectures. Computers & Education, 59(4), 1300-1308.
Boyle, J. R., Forchelli, G. A., & Cariss, K. (2015). Note-taking interventions to assist students with disabilities in content area classes. Preventing School Failure: Alternative Education for Children and Youth, 59(3), 186-195.
Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: effects on lecture notes and achievement. Instructional Science, 46(6), 947-971.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop notetaking. Psychological Science. 25(6), 1159-1168.
