> Hard to tune out of a lecture when you are literally writing everything down, at speed.
The issue here is what I mentioned above: illegible handwriting. The more pressure I am under, the higher my stress levels, the harder is becomes to take clear notes. In these situations I would end up with incomplete, illegible, useless, scrawl on pages.
> Are you able to comment on how the pace of learning is for you? Too slow / just right / too fast?
All over the map, really. The lack of consistent tempo in most lectures was the issue. If the class was too slow: zoning out, forgetting to take down critical parts. If the class was too quick: overwhelmed, unable to take clear usable notes. The duration of a class was always too long as well, but that's not just a me issue. Empirically, there's a infinite amount of time that someone can stay actively engaged. I don't recall exactly how long, but I do remember all university lectures lasted very generously longer than that.
My highest scores in class were always courses where there was an excellent textbook (or where I had found a supplemental textbook), or where I could effectively teach myself the material. IE: philosophy courses where, instead of attending, I could just read the selected writer's works. One of my highest marks was in a class I never once attended.
The issue here is what I mentioned above: illegible handwriting. The more pressure I am under, the higher my stress levels, the harder is becomes to take clear notes. In these situations I would end up with incomplete, illegible, useless, scrawl on pages.
> Are you able to comment on how the pace of learning is for you? Too slow / just right / too fast?
All over the map, really. The lack of consistent tempo in most lectures was the issue. If the class was too slow: zoning out, forgetting to take down critical parts. If the class was too quick: overwhelmed, unable to take clear usable notes. The duration of a class was always too long as well, but that's not just a me issue. Empirically, there's a infinite amount of time that someone can stay actively engaged. I don't recall exactly how long, but I do remember all university lectures lasted very generously longer than that.
My highest scores in class were always courses where there was an excellent textbook (or where I had found a supplemental textbook), or where I could effectively teach myself the material. IE: philosophy courses where, instead of attending, I could just read the selected writer's works. One of my highest marks was in a class I never once attended.