College students’ conceptions of note-taking in class and the relationship to their learning.

Abstract

The present research provides an overview of the conceptions that university students have about the activity of note-taking during class and what is the relationship of this practice with their learning. According to the results, students point out that class notes have two functions: as study material to pass the evaluations and as reference material during their training process. Regarding annotation practices, despite the fact that students mention the use of complex processes during the elaboration of class notes such as the incorporation of schemes or paraphrases and even reelaboration, these seem to focus on the recovery of some elements of information. In relation to study practices, memoristic strategies predominate over those that propose learning from reflective processes.