Collective Responsibility for Notetaking in Higher Education: Unanticipated Outcomes from a Pedagogical Research Project

Research output: Contribution to specialist publicationArticle

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This pedagogical research project sought to address the challenge disabled students reported in acquiring specialist provision in the first term of university study. The time taken to establish specialist provision has historically affected students’ attainment and wellbeing. This project aimed to provide an accessible technological provision to all students through an online notetaking platform. Following ethical approval, an online platform was embedded within the virtual learning environment for students to upload their notes from an undergraduate module where they received tuition in note-taking strategies. A mixed-methods Questionnaire and Focus Group evaluated the project. Findings were analysed using descriptive statistics and Thematic Analysis. There was very limited engagement with the online platform. It was assumed that the provision was inaccessible, not of interest, or not relevant. However, the qualitative data demonstrated that students had developed a commitment to sharing their notes but had chosen a social media platform over the intended academic portal. Other insightful outcomes included students’ attitudes towards others and students’ lack of confidence. This project emphasises the responsibility of educators to consider the accessibility of provision; nurturing awareness of others’ learning and developing an inclusive course community, embedding technology-enhanced learning and social media in higher education.
Original languageEnglish
Number of pages8
Specialist publicationInternational Journal of Technology and Inclusive Education
PublisherInfonomics Society
Publication statusPublished - 1 Jun 2020


  • disability
  • pedagogy
  • universal design for learning
  • UDL
  • notetaking
  • disability service
  • specialist support
  • higher education


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