Abstract
This sstudy investigates the notetaking behavior of university students using self-paced CD-ROM learning materials in statistics and computer literacy courses. At the end of these courses, questionnaires were administered. Analyses showed that 63.6% of the statistics course students and 28.9% of the computer literacy course students took notes, although not specifically asked to do so. On the basis of this, this paper proposes a variety of suggestions which should be incorporated into the design of electronic larning materials in order to promote notetaking habits.
