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that college students had higher levels of smartphone self-efficacy, as they used smartphones as learning tools for online learning, facilitating their interaction with friends and multitasking. Witherby and Tauber (2019) conducted a survey study to compare note-taking behaviors in current and former college students.
It was available for free for Google's Android and Apple's mobile products. [1] In October, the company launched Otter for Education, a note taking tool designed for college students. [5] In March 2019, the company launched Otter for Teams, a transcription and storage product for enterprises. [6]
Notehall is an online marketplace, in which college students can buy and sell class notes. [1] Notehall gained recognition after appearing on the ABC reality show Shark Tank in October 2009. It has since been purchased by Chegg, a textbook-rental company, for $3.7M in equity and undisclosed cash. Notehall.com was later integrated into the Chegg ...
for high-achieving college students (Experiment 1) and high-achieving high school students (Experiment 2) taking notes from Web-based text. The restriction hypothesis postulates that more learning will occur when students take notes in an iden-tical, restricted copy and paste condition than when they take notes in an unrestricted condition.
ogy-assisted note-taking tools, such as a keyboard, a stylus, and a touchscreen tablet. Stylus use mimics longhand processes, as note-takers use more complex motor movements, thus it may create. similar benefits to longhand (Smoker et al., 2009), but it also produces digital files. As many campuses take on costly technology initiatives in hopes ...
The Department has also provided direct support to students through the American Rescue Plan, including informing more students of expanded eligibility for the Supplemental Nutrition Assistance Program (SNAP) during the pandemic. President Biden has also proposed historic investments in the American Jobs Plan to reach 100 coverage of high-speed ...
Although note taking is frequently described as an important skill for postsecondary success, there have been few note-taking intervention studies involving multiple sessions spanning more than one week. In a systematic search, we identified seven peer-reviewed articles reporting 10 intervention studies published from 1990-2014.
One study found that successful college students engaged in greater integrative processing during note-taking, and that note-taking itself "enhances organizational processing of lecture information." Other research shows that note-taking is an effective learning strategy and that the amount of note-taking is related to academic achievement. While
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