COMPUTERS IN TEACHING Promoting Knowledge Transfer With Electronic Note Taking

We investigated the differences between (a) copying and pasting text versus typed note-taking methods of constructing study notes simultaneously with (b) vertically scaffolded versus horizontally scaffold notes on knowledge transfer. Forty-seven undergraduate educational psychology students participated. Materials included 2 electronic chapter-length texts, 2 sets of computerized study notes, 2 tests (fact and application), and an attitudinal survey. Only the application test revealed a significant main effect for notes format. We conclude that keying in notes leads to higher retention of knowl-edge transfer than copying and pasting notes after a 1-week delay. When students construct study notes to accompany text, they often perform better than students who studied notes provided by their instructor (Anderson & Armbruster, 1985; Russell, Caris, Harris, & Hendricson, 1983). Encoding one’s notes using visual formats, such as concept maps (e.g., multi