And perhaps they were right as well. Seems to me the general idea is to use a mildly inefficient tool to bottleneck your notetaking speed with the goal of increasing the total amount of time spent with the material; a plausible enough idea I think.
Experiential salience is important for learning. It would be like copy and pasting code without typing it out yourself re a tutorial.
The way you take notes during self-directed studying is important, and should be tested, but wasn't.
Was there a different study somewhere that wasn't focused on lectures?