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The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method.

The study is a case study that follows a ‘problem-driven’ approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors.

This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students’ sex.

Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts.

It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself.

This study is based on the authors’ ground study and is purely original and unique in the true sense.

The millennial students are disengaged in the current classrooms. Hence, there is a definite need to evaluate and compare the current learning tools. The purpose of this paper is to assess the effects of three learning tools – listening, structured doodling and note-taking – on recall ability of students in the classroom. The authors have specifically compared the effect of Andrade’s (2010) and Boggs et al.’s (2017) structured doodling condition (i.e. shading in shapes) vis-à-vis note-taking and listening.

An experimental research design was used for the study where three groups of around 40 participants each were created. The participants were Indian students (72 males and 48 females) who were undergraduates at NMIMS University, Navi Mumbai. Each group experienced all the three learning methods that are listening, note-taking and structured doodling. It was a 3×3 mixed model design. Listening, note-taking and structured doodling were compared on recall ability. This was assessed using a questionnaire extracted from Boggs et al.’s (2017) study and a self-designed evaluation sheet.

Across all three groups, structured doodling and note-taking had a higher impact on recall ability than the traditional method. However, the difference in the impact of note-taking and doodling on recall ability was not practically very large. The current finding assumes higher significance in the Indian education set up as Indian students are accustomed to note-taking as a learning tool yet structured doodling had a statistically analogous effect on recall ability compared to a systematically documented note-taking. Hence, a future direction could be to assess the impact of a blended learning tool that utilizes both note-taking and doodling or note-taking through doodling.

First, the authors did not capture doodling habits of the students. Second, the study limits itself to a small sample size of 120 management graduates. The study can be extended to other disciplines like science and technology and also on how the higher engagement learning tools can be utilized in the normal environs of a course in a classroom. A future direction of the study can be to engage students in an activity as long as a regular lecture of about 60 min. A fusion of learning tools that effectively combines note-taking and doodling can be suggested to enhance recall ability and classroom engagement.

Higher order learning tools characteristically require technologically advanced infrastructure setups. In developing economies like India, most educational institutes may not have access to technologically advanced classrooms; hence, the implementation of higher engagement learning tools becomes a huge challenge. The endeavor in this study has been to study the impact and effectiveness of learning tools like doodling and note-taking which do not inherently call for access to advanced technology.

In today’s age of globalization, emerging economies like India are seen to be taking center stage. Thus, ensuring that Indian education system is geared up to train students to compete globally and in the same vein, these students have access to higher engagement learning tools – the absolute need of the hour. Hence, the current research aims to bridge the gap between global education innovations and Indian classroom teaching method implementation.

The research has assessed the effectiveness of three different learning tools, namely – listening, note-taking and structured doodling – in Indian higher education setup. The current research is in harmony with the current literature and would function as an adaptation and augmentation of Andrade’s (2010) and Boggs et al. (2017) studies. A very scanty research body on understanding the impact of learning tools on recall ability exists in the Indian education setup. Current research will act as a bridge between global path breaking education research and implementation of in-class teaching methods in Indian higher education.

The purpose of this paper is to describe a new supervised machine learning study on the prediction of meeting participant’s personal note-taking from spoken dialogue acts uttered shortly before writing.

This novel approach of providing cues for finding important meeting events that would be worth recording in a meeting summary looks at temporal overlaps of multiple people’s note-taking. This research uses data of 124 meetings taken from the AMI meeting corpus.

The results show that several machine learning methods that the authors compared were able to classify the data significantly better than a random approach. The best model, decision trees with feature selection, achieved 70 per cent accuracy for the binary distinction writing for any number of participants simultaneously or no writing, whereas the performance for a more fine-grained distinction of the number of participants taking notes showed only about 30 per cent accuracy.

The findings suggest that meeting participants take personal notes in accordance with the utterance of previously uttered speech acts, particularly dialogue acts about disfluencies and assessments appear to influence the note-taking activities. However, further research is necessary to examine other domains and to determine in what way this behaviour is helpful as a feature source for automatic meeting summarisation, which is useful for more efficiently satisfying people’s information needs about meeting contents.

The reader of an Information Systems (IS) journal would be interested in this paper because the work described and the findings gained could lead to the development of novel information systems that facilitate the work for businesses and individuals. Innovative meeting capture and retrieval applications, satisfying automatic summaries of important meeting points and sophisticated note-taking tools that suggest content automatically could make people’s daily lives more convenient in the future.

There are wider implications in terms of productivity and efficiency. Business value is increased for the organisation, as human knowledge is built more or less automatically. There are also cognitive and social implications for individuals and possibly an impact on the society as a whole. It is also important for globalisation, social media and mobile devices.

The topic is new and original, as there has not been much research on it yet. Similar work was carried out recently (Murray, 2015; Bothin and Clough 2014). This is why it is relevant to an IS journal and interesting for the reader. In particular, dialogue acts about disfluencies and assessments appear to influence the note-taking activities. This behaviour is helpful as a feature source for automatic meeting summarisation, which is useful for more efficiently satisfying people’s information needs about meeting contents.

We conducted both a field study and an experiment to examine why college students use laptops for note-taking, and how it impacts their performance in a managerial accounting course. Our study is unique because it takes place in an accounting setting, it incorporates the use of an interactive note packet, and it compares the effect of computer use among students in the lower half versus upper half of academic performance. We found that students chose to use a laptop to complete the notes primarily because of its ease, while those taking longhand notes did so because they felt it enhanced their learning. There was no significant difference in average test scores and course grades between the two groups overall or among students in the upper half of academic performance. However, the use of a laptop had a strong negative effect on students in the lower half of academic performance.

This study aims to explore how graduate students in the social sciences develop reading and note-taking routines.

Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques.

This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors.

The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions.

Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students.

This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

A report commissioned by Parker in the USA into student note‐taking points to bad note‐taking as a prime cause of failure to achieve the level of academic success of which a student is capable. The report surveyed a wide selection of university teachers across the country, and their observations can be summed up as follows:

This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student performance and understanding.

This one sample investigation was of graduate students participating in an academic writing class working collaboratively online. Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding.

The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding.

The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each group was also low.

Designers and teachers using online collaborative activities could benefit by understanding the nature in which peer comments can enhance student learning, bearing in mind the need for explicit guidance in how to comment and at what level of knowledge their comments should target.

Online collaboration, peer editing and commenting is widely used by educators and the public. A better understanding of how these elements operate might improve the quality of knowledge artefacts such as academic writing and research notes.

Existing literature focuses mainly on peer feedback on writing or other artefacts; this paper seeks to find out more about the impact of comments in particular on collaborative note-taking.

Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically complex processes. Reciprocal relationships among the development of writing, the purposes of writing, and the learners of interest impact instructional approaches and student outcomes. Teachers can increase success when they provide explicit and systematic self-regulation and writing instruction, view children as collaborators in the process, provide scaffolding that gradually shifts the responsibility to the children, and adapt instruction to meet the abilities and interests of the children. Effective instructional practices for young children with disabilities or who are at risk, are presented, for example, scaffolded writing, the use of graphic organizers, and self-regulated strategy development.

Students in flipped classrooms are challenged to orchestrate an increasingly heterogeneous collection of learning objects, including audiovisual materials as well as traditional learning objects, such as textbooks and syllabi. This study aims to examine students' information practices interacting with and synthesizing across learning objects, technologies and people in flipped classrooms.

This grounded theory study explores the information practices of 12 undergraduate engineering students as they learned in two flipped classrooms. An artifact walkthrough was used to elicit descriptions of how students conceptualize and work around interoperability problems between the diverse and distributed learning objects by weaving them together into information tapestries.

Students maintained a notebook as an information tapestry, weaving fragmented information snippets from the available learning objects, including, but not limited to, instructional videos and textbooks. Students also connected with peers on Facebook, a back-channel that allowed them to sidestep the academic honesty policy of the course discussion forum, when collaborating on homework assignments.

The importance of the interoperability of tools with elements of students' information space and the significance of designing for existing information practices are two outcomes of the grounded theory approach. Design implications for educational technology including the weaving of mixed media and the establishment of spaces for student-to-student interaction are also discussed.

Gives a personal opinion on the part that note taking plays in surveying and report writing, referring to a recent judgment critical of a surveyor who had no written site notes to produce to the court, having dictated a report on site. Also comments on defensive note taking, that is, notes not necessary to enable a report to be prepared but which are required to give protection in the event of the surveyor being wrongly accused of negligence.