In this direct replication of Mueller and Oppenheimer's (2014) Study 1, participants watched a lecture under one of two note-taking conditions, laptop (N = 74) or longhand (N = 68). After brief distraction, they took a quiz. Like the original study, laptop participants used more words in their notes and exhibited greater verbatim overlap with the lectures than longhand participants. In addition, higher word count was associated with better quiz performance. However, there was no effect of note-taking condition on quiz performance and verbatim overlap was not unambiguously inversely associated with quiz performance. Exploratory meta-analyses of k = 8 similar studies revealed large effects of note-taking condition on word count and verbatim overlap but near-zero effects on quiz performance. Results do not support the idea that longhand note-taking improves immediate learning via better encoding of information, at least not with no opportunity to study. Preregistration, materials, data, and code: https://osf.io/tr868.