The Current Status of Guided Note-Taking: What we Know and what we have yet to Learn

This research full paper describes a systematic literature review that examines recent contributions to guided note-taking over the past five years. Guided notes, a widely used instructional strategy, involve providing teacher-prepared structured material to students during lectures to enhance learning outcomes. Almost 50 years of research have proven that guided notes can benefit learning, aid self-regulation and metacognition, alleviate cognitive load during note-taking, and scaffold generative learning. Previous reviews have shown the effectiveness of guided notes, with the last one focusing on aspects such as teaching modality, types of knowledge, content areas, participation, and attendance. Since this predates the COVID-19 pandemic, there is a need to understand how the field has evolved, especially in terms of modality. Inclusion and exclusion criteria for identifying relevant studies were employed. Peer-reviewed journal articles published between late 2019 and early 2024 were included, focusing on primary research addressing guided note-taking in higher education. Comprehensive searches were conducted across academic databases, such as SCOPUS, Web Of Sciences, and Taylor&Francis. The PRISMA model was followed to identify and assess eligibility and include relevant articles in the review. A table was constructed to synthesize and summarize the selected studies. The review findings are categorized according to key aspects, including the effectiveness of guided notes in higher education disciplines, their impact on student engagement, the theoretical framework behind them, and variations in implementation. Special attention is given to emerging trends and technological innovations when delivering guided notes. The review also discusses limitations identified during the synthesis process, offering insights into aspects that require further investigation. This systematic literature review provides a comprehensive overview of the recent progress in guided notes over the past five years, synthesizing existing literature to explore the effectiveness of guided notes across various disciplines, their impact on student engagement, the underlying theoretical frameworks, and the diverse implementation strategies observed. By analyzing the latest research findings and emerging trends in guided note-taking practices, this review offers valuable insights for educators, researchers, and organizations seeking to optimize student learning experiences and outcomes in higher education settings.