Is the pencil mightier than the keyboard? A meta-analysis comparing the method of notetaking outcomes

• Mike Allen ^[1] ; Luke LeFebvre ^[3] ; Leah LeFebvre ^[4] ; John Bourhis ^[2]
  1. [1] University of Wisconsin–Milwaukee

     University of Wisconsin–Milwaukee

     City of Milwaukee, Estados Unidos

     
  2. [2] Missouri State University

     Missouri State University

     Township of Springfield, Estados Unidos

     
  3. [3] Texas Technological University
  4. [4] University of Alabama

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• Localización: Southern communication journal, ISSN 1041-794X, Vol. 85, nº 3, 2020, págs. 143-154
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This meta-analysis compared the educational impact of the method of notetaking in the college classroom – hand written or using electronic device. The findings involved 14 studies combining 3,075 participants demonstrated that using electronic notetaking methods reduced measured outcomes (average r = −.142). Using the Binomial Effect Size Display, results indicated a decline of 25% of students scoring below the mean when electronic devices when compared to using handwritten notetaking. The study considers explanations for the decline and makes recommendations about the use of technology for notetaking in the classroom as well as paths for practical and pedagogical implications.