Guided notes in the form of teacher-prepared materials that guide students through the lesson with cues and space have been recommended as a possible aid to support student learning. The present study investigated the results of guided notes on the students' learning achievement, the quality of the students' notes, and the students' perceptions of note-taking. Sixty students were enrolled in an eight-week, asynchronous, online, general education course and were divided into nonintervention and intervention groups where the nonintervention groups took notes without support while the students in the intervention group took notes with guided notes during weeks two through seven. Learning achievement was measured by the final course grades with ANOVA tests. The quality of the students' notes was measured with a rubric and by the students self-assessing the quality of their notes in a survey. Finally, student perceptions of the utility of their notes and their experiences in the course were measured in a survey. For almost all the variables, the descriptive statistics were higher for the guided notes intervention than in the nonintervention group. However, for all four of the main variables and 19 of the 21 survey items, the inferential statistics were insignificant and, therefore, did not support the hypotheses. Implications for researchers and practitioners, as well as future research recommendations, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]