Collaborative Note-Taking

An educational practice where two or more people collectively take notes, annotate content, exchange feedback, and ask questions about material being learned. In the context of disability support in higher education, collaborative note-taking transforms the traditionally unidirectional peer note-taking model—where a note-taker provides notes and a student with a disability passively receives them—into a bidirectional partnership where both parties contribute to and improve the notes in real time. Research shows this approach promotes student cooperation, increases engagement and concentration during lectures, enhances learning efficiency, and fosters interdependence between students with disabilities and their peer note-takers.