Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students' capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers' tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

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The Pen Is Mightier Than the Keyboard Advantages of Longhand Over Laptop Note Taking

The authors investigated faculty and student perceptions regarding the use of cell phones and other electronic devices in the classroom. Students differed markedly from faculty, with students exhibiting much greater acceptance of in-class use of technology. Among students, the authors found that gender affected perceptions. Specifically, male students were more accepting of in-class use of technology than were female students. Also, graduate students were more disturbed by off-task use of laptop computers in class than their undergraduate counterparts. This research should be of interest to postsecondary educators and administrators in attempting to bridge the student-faculty generation gap, and in formulating policies regarding the use of electronic devices in the classroom.

On the Use of Cell Phones and Other Electronic Devices in the Classroom: Evidence from a Survey of Faculty and Students

Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking activities, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs. Key challenges noted include other student’s distracting laptop behaviours, instant messaging, surfing the web, playing games, watching movies, and decreased focus. Nearly three-quarters of the students claimed that laptops were useful in supporting their academic experience. Twice as many benefits were reported compared to challenges. It is speculated that the integration of meaningful laptop activities is a critical determinant of benefits and challenges experienced in higher education classrooms.

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Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis

Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

"The pen is mightier than the keyboard: Advantages of longhand over laptop note taking": Corrigendum.

A majority of today’s higher education students have been nurtured on a steady diet of technology and Internet access, leading to the increased presence of laptops in higher education classrooms. However, many instructors are unsure whether or how to assimilate this technology into their lessons. The purpose of the following study was to examine the impact of unstructured (limited use) vs. structured (active use) use of laptops for 177 university students (89 males, 88 females). Both on-task (note taking, academic activities) and off-task (email, instant messaging, games, movies) behaviours were examined by surveying students. Paired-t-tests revealed that structured use of laptops resulted in significantly more time spent on note taking and academic activities and significantly less time spent on sending personal emails, instant messages and playing games during class. It is concluded that future research needs to focus on evaluating specific strategies that maximize the benefits and minimize the distractions of using laptops.

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Unstructured vs. Structured Use of Laptops in Higher Education

This study uses student surveys, a faculty survey and direct classroom observation to ascertain how students use laptop computers in the classroom and to identify the pedagogical techniques which greater student engagement. Students and faculty overwhelming indicate that laptop computers enhance course instruction. The results show that the benefits of laptop computers in the classroom include an increase in student spreadsheet skills and the ability to take notes electronically. Both students and faculty indicate that the disadvantages of using laptop computers include distractions offered by the web and the possibility of increased academic dishonesty. Over half of the students surveyed acknowledged using laptops to engage in activities not related to the course. Class observations show that on average approximately 15% of students are off-task at any one point in time. Pedagogy influences the effectiveness of laptops. Activities that engage students in the class help minimize the potential distraction created by access to the Internet. Lectures accompanied by PowerPoint slides led to the largest proportion of students engaged in off-task activity. INTRODUCTION Technology enhanced learning environments are becoming increasingly important in business education. As a result, many colleges and universities have initiated programs to promote the use of laptop computers in the classroom (Carnevale and Young, 2006). Laptop technology provides a number of benefits which enhance learning both in and out of the classroom. Integrating laptops into the classroom environment allows students to take notes faster and keep them organized. Instructors can create a "real-time" class environment by having students immediately access web resources to enhance class discussions and download course material in place of using a textbook (Cudd et al., 2003). The portability and mobility of laptop computers is leading to a new kind of classroom environment, which has both advantages and disadvantages (Effaw et al., 2004; Oppenheimer, 2003). The educational advantages of wireless Internet are also accompanied by challenges and distractions for both instructors and students (Young, 2006). Suddenly, students have the ability to transport themselves anywhere the Internet will take them - whether or not it has anything to do with class. They can use their laptops to message friends, shop online, and surf the web. Additionally, the course instructor must learn a new set of teaching skills, and she or he must feel confident and comfortable with the laptop environment in order to be effective. Instructors are sometimes overwhelmed by this prospect and are often faced with the daunting task of effectively integrating the laptop into the day's lecture (Hall and Elliot, 2003). The goal of this research is to gain an understanding of how students use laptops in the classroom and which pedagogical techniques result in their most effective use. EXPLORATORY SURVEY The study began with an exploratory survey in the Fall 2005 semester for students enrolled in finance courses. All of the finance courses were offered in a tiered classroom with seating for 36 students. Each student position had a laptop computer connected to the Internet. The classroom had an instructor's console equipped with a laptop, overhead projector and multimedia devices. The student laptops were secured to the tables and could not be moved or adjusted. The instructor could not see the laptop screens without walking around the classroom, which was difficult because of the tiered seating. At the end of the semester, a survey was given in the sections of three faculty members, which consisted of four sections of Corporate Finance and two sections of an upper-level finance course. Corporate Finance, a required course for students in the School of Business, enrolls juniors and seniors and has prerequisites of two accounting courses, two economics courses and a statistics course. …

Mia Puzo

Papers

Utilization of Laptop Computers in the School of Business Classroom