During class, taking notes helps the encoding process, especially when students reformulate what is presented. Afterclass, notes can be used for revision. Previous studies, mostly conducted in laboratory contexts, showed that note-takingon paper seems to be more efficient than on computer, probably because students are more likely to reformulate on paper.The originality of this study is to investigate students’ perceptions and strategies depending on their note-taking methodduring but also after class. Data of 108 students showed that students on paper (30%) declare making more reformulationsand less multitasking that students on computer (70%). After class, review sheets are written for a large majority of thestudents on paper, whatever the method they used during class. These results suggest that even if computer is the mostused method during class, paper is still used after class, and with paper are associated better strategies.