One thing I noticed as a student and then a brief stint as as TA for a few years is that the whole slide deck thing would be waaaaaaayyyyyyyyyyyyyyy less boring if students did any amount of or effort.
Teachers always asked questions. Always tried to stoke conversations. Debate.
Students didn't answer. It was silence. They didn't do the pre-read. They didn't do any of the voluntary work. They showed up and expected to have knowledge transmitted into their brain in a way they get it.
It doesn't work like that.
I did not claim it was scientifically proven. I claimed the evidence contradicts your implication that electronic note taking is functionally equivalent to note taking. (i.e. handwriting notes aren't magic)
I was attempting to somewhat steelman your argument by using the nuance and complexity that often comes with research to show that there are caveats. You have an out. You could still be right. I expected someone named it_depends_man would be able to appreciate my nuanced approach. Please don't mistake my embrace of the ambiguity intrinsic to scientific research and progress (things are rarely proven outside of mathematics anyway) as logical inconsitency.
If there are, however, big logical gaps please do point those out. I genuinely would love to learn how I am wrong or ways to improve the way I reason.
No. I didn't say you said that either. I take notes electronically and physically. I understand the use cases of both. I never said don't use a laptop or electronic notes.
Cool! Legitimately. However, the author of the article is clearly from an American University so we need to discuss from that context.
Country context is critical because the claims he makes or issues he brings up may not be applicable to every country's student body.
Please don't be sad. I assure you I'm not stupid and my critical thinking is above average - if only just barely. I'm not appealing to my authority. I'm appealing to the authority of scientific literature. Where I freely admit I'm not equipped to robustly get into a debate about the scientific rigor of an individual study.