Note: Your own notes from a lecture are considered personal communications in APA style. They are cited within the text of your assignment, but do not get an entry on the Reference list. Put the citation right after a quote or paraphrased content from the class lecture.
Most instructors would rather you did not cite the lecture notes because they likely created their handouts based on information adapted from books, journals or other such resources. Only use lecture notes if you cannot find the information elsewhere.
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When citing a handout from class, first confirm that the information is not originally from a published source (book, journal article, web page, etc). Class handouts are frequently copied or adapted from other sources. Locate and cite the original source, if possible.
This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.
Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).
Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.
For example, you may do a few problems per day in math rather than all of them the hour before class. In history, you can spend 15-20 minutes each day actively studying your class notes. Thus, your studying time may still be the same length, but rather than only preparing for one class, you will be preparing for all of your classes in short stretches. This will help focus, stay on top of your work, and retain information.
In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.
Not all studying is equal. You will accomplish more if you study intensively. Intensive study sessions are short and will allow you to get work done with minimal wasted effort. Shorter, intensive study times are more effective than drawn out studying.
In fact, one of the most impactful study strategies is distributing studying over multiple sessions (Newport, 2007). Intensive study sessions can last 30 or 45-minute sessions and include active studying strategies. For example, self-testing is an active study strategy that improves the intensity of studying and efficiency of learning. However, planning to spend hours on end self-testing is likely to cause you to become distracted and lose your attention.
On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.
In technical courses, it is usually more important to work problems than read the text (Newport, 2007). In class, write down in detail the practice problems demonstrated by the professor. Annotate each step and ask questions if you are confused. At the very least, record the question and the answer (even if you miss the steps).
In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).
Know when and where you study best. It may be that your focus at 10:00 PM. is not as sharp as at 10:00 AM. Perhaps you are more productive at a coffee shop with background noise, or in the study lounge in your residence hall. Perhaps when you study on your bed, you fall asleep.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of North Carolina at Chapel Hill
Strictly speaking, any material that is only available in person (as in, you had to be in class in order to have this material handed to you, or it was sent via email) is regarded as personal communication, and should be cited as such.
However, if you believe the hand-out is essential course material and your lecturer would expect you to cite it just like you would cite something uploaded to LearnJCU, you can use the following format:
Except where otherwise noted, this work is licensed under a Creative Commons Attribution-ShareAlike (CC BY-SA) 4.0 International License. Content from this Guide should be attributed to James Cook University Library. This does not apply to images, third party material (seek permission from the original owner) or any logos or insignia belonging to JCU or other bodies, which remain All Rights Reserved.
A textbook is a written and comprehensive resource that provides information on a specific topic or subject, while lecture notes are a condensed version of a lecture or presentation given by a teacher or professor. Textbooks are typically more detailed and cover a broader range of topics, while lecture notes are more concise and focus on key points discussed in class.
Both textbooks and lecture notes can be effective for learning, but it ultimately depends on the individual's learning style and preferences. Textbooks may be more effective for those who prefer to learn at their own pace and have more time to review and absorb information. Lecture notes may be more effective for those who learn better through auditory means and benefit from the guidance and explanations provided by the teacher or professor.
No, lecture notes cannot fully replace textbooks as they are typically a condensed version of the information presented in a textbook. Textbooks provide more in-depth coverage and additional resources such as diagrams, illustrations, and practice questions that may not be included in lecture notes.
It depends on the individual and the course material. Lecture notes may be enough for some courses, especially if the professor provides detailed and comprehensive notes. However, for more complex subjects, textbooks may be necessary to supplement lecture notes and provide a deeper understanding of the material.
To effectively use both textbooks and lecture notes, it is important to attend lectures and take notes, and then use the textbook as a resource to further understand and review the material. It can also be helpful to compare the information presented in lecture notes to the corresponding sections in the textbook to ensure a thorough understanding of the material.
I am looking for some advice on how to take notes effectively when the professor reads off their lecture notes or presents slides with marginal explanations. My preferred format is to have textual notes that I took myself, as I find that writing things down helps me remember and understand the material better. However, in these cases I struggle to keep up as I have to both write down stuff and follow the explanation, while the professor instantly has everything written down and only has to explain it. If this can be of any help, I am the first year of a PhD in mathematical economics, and I usually use a notetaking app and a tablet with a pen to take notes.
In the first situation, I find it challenging to decide what to write down and what to leave out since the professor is essentially reading from their lecture notes. Moreover, while the professor adds some explanations, they are usually marginal, and the bulk of the material is already in the notes. On the other hand, if I do not write down anything, I am afraid I might miss some crucial details or examples.
In the second situation, I find slides to be space-inefficient so I would prefer not to take notes on the slides. However, the professor can present complex mathematical formulae and derivations without writing them down, which makes it hard for me to follow and understand the material if I have to first copy the formulae and then write notes around them. Sometimes I screenshot the formula and paste the screenshot in my notes, which is not too uncomfortable to do on my tablet, but I still find it quite inefficient.
I would appreciate any advice on how to take effective notes in these situations. How can I avoid copying everything down (or not avoid it, but do so efficiently) and still capture the essential material? 152ee80cbc