Kobayashi (2005) found that note taking effects were higher when students were given instructor's notes to work from (d = 0.82), as these provided exemplars for their own note taking and a rubric to work from when learning from the notes. The effects were higher when notes were provided (d = 0.41, compared to not provided (d = 0.19), and it was the reviewing of the notes (d = 0.45) that was more effective than the taking of the notes.
