Learning can occur in two phases, encoding/writing and external storage/studying,
when notes are involved as a tool for recording new information and during the process
of reviewing those notes prior to an assessment.
In a study examining
the efficacy ofstudents copy and pasting notes from internet sources Igo, Bruning and Riccomini
explain that, "students might not learn much during the encoding phase if they do not
engage in deep mental processes as they take notes... in the external storage phase of
note learning, students learn as they study a set of notes that already have been created"
(Igo, 2009). It is important that when notes are used as a tool for study that they should
be created carefully so as to assure their legibility and accuracy. One of the concerns the
study raised was that when students reviewed using their own hand created notes they
often reinforced errors and omissions that were recorded or missed in the encoding
phase.
Benefits in performance can possibly be realized if students are guided in how to
choose items to include while note taking. Igo suggests that educators, "teach students
how to evaluate which ideas to include in their notes, [as it] could have positive
consequences for both the encoding and the external storage phases of note learning"
(Igo, 2009). If taught to strategically consider the content they include in their notes,
students should benefit by having both less to study which will be more time and energy
efficient and the information they will be reviewing will be of a higher quality.
In a study by Neil Toporski and Tim Foley the need for a streamlined interactive
approach is indicated. The researcher studied the unique needs of the modern distance
education class setting. In this report it was explained that there exists a trend towards
providing "theatrical" and "diverse... presentation methods." The authors list strategies
formulated during the study that promote a successful schooling experience, they,
"make it interactive,... keep it engaging and motivating,... put things in context,...
maintain diversity,... use collaborative strategies,... reduce cognitive Load,... [and]
provide adequate scaffolding" (Toporski, 2004). Mr. Toporski and Mr. Foley's
Ojeda
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