Note-taking as a Learning Strategy for First-Year Students Majoring in Pedagogy – Pilot Study

Abstract

Note-taking is an integral part of the learning strategy – taking notes involves practising concentration, developing memory skills, selecting and organising teaching material, and critically assessing information. This issue has been the subject of numerous empirical analyses; however, there remains a lack of research involving individuals who are starting their academic education and actively developing individual learning strategies at this stage. A special group is made up of people undertaking education in teaching professions, who (in theory) should become experts in the process of educating children, young people or adults. Therefore, the pilot study described in this article presents how first-year education students perceive note-taking as a personal learning strategy. The results of this study indicated that the most commonly used type of note-taking is linear notes and their variation – outline notes. Handwritten notes were preferred, although a large group also reported taking digital notes. The students overwhelmingly rated characteristics such as legibility, aesthetics, neatness, content layout, and ease of learning from their own notes positively. On the other hand, their innovative nature was rated low. Among the challenges related to note-taking, the following were mentioned: difficulties with concentration and motivation, the need to select material, the pace of classes, the manner of presenting lecture content, and the speed of note-taking required in academic classes.