The Relationship Between Note taking, Revision, and Learning in Tertiary Education: A Review of Literature

Abstract

The aim of this paper is to highlight the complexity and the central importance to academic
achievement of taking and reviewing notes at third level. Based on a review of international
literature the paper describes note-taking and reviewing as the process of encoding and
externally storing new material, for the purpose of advancing learning and attainment in
assessment. It outlines research on the benefits of typed versus handwritten methods of
note-taking, with the overriding outcome demonstrating that taking notes, either by longhand
or typing, produces superior results than not taking and reviewing notes. The remainder of
the review focuses on the status of note-taking instruction in third-level colleges and
universities. It is noted that despite the centrality of notetaking to educational success, and
the positive impact of instruction on taking notes, skills training and modelling are generally
not taught or embedded in the curricula in tertiary education. Furthermore, the paper
describes teaching strategies alongside linear and non-linear note-taking methods that have
been shown to encourage students to take and revise notes which has, in turn, led to the
enhancement of learning. The conclusion reviews the main points of the article and its
limitations, such as the reference to, but lack of detail on the influence of cognitive and
metacognitive functions on note taking. A further review of literature including the
examination of these factors would contribute to a deeper understanding of how note-taking
and revision increases students’ capacity for recall, comprehension, and knowledge.
Key words: encoding; external storage; instruction; linear and non-linear note-taking;
longhand and typing.