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TAKING NOTES IN THE UNIVERSITY CONTEXT: A COMPARISON OF HABITS AND STRATEGIES OF NATIVE AND INTERNATIONAL STUDENTS

Summary/Abstract: Note‐taking is a crucial skill in education, particularly in university education, where it proves to be a ubiquitous practice and fundamental to learning. According to van der Meer, the ability to take notes is a defining characteristic of higher education, widespread in all disciplines. Lectures are the main teaching method, and most university students take notes, even without an explicit instruction to do so. In a large‐scale study by Morehead et al., 96% of 577 university students reported taking notes regularly, and 88% believed it was essential for effective learning. Similar patterns have been observed among Italian students: data from the UniverS‐ITA project, which involved 2,137 second‐year undergraduates, showed that 81.7% of students always take notes. Notetaking is a form of functional writing. Students often rely on their notes to prepare for exams and write assignments. Research suggests that in preparing for difficult assessments, students tend to focus heavily on memorizing their notes (Karpicke, Butler, and Roediger; Morehead, Rhodes, and DeLozier). The educational benefits of notetaking have been recognized since as early as 1925, when Crawford demonstrated its impact on quiz scores. Numerous subsequent studies (e.g., Kobayashi; Liu and Hu) have reinforced the idea that notetaking positively influences academic performance.

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