There have been many positive reports on the use of collaborative note taking in the STEM disciplines, in part because they help students learn not only the content of a lecture, but they also help students to model and replicate independently how to take good notes.
This is consistent with research which demonstrates that the best mode of instruction comes not only from lecturing content, but also modeling how to learn and understand it best. This would include how to take good notes when encountering delivered content, whether in the form of a lecture, or text, (or powerpoint, etc.).
See, e.g., Note-taking: A research round-up.
I should also note that such efforts (collaborative note-taking, etc.) and research on the effectiveness of those efforts has focused primarily on secondary education students (high-school), and undergraduates in their first year or two.
Also note that collaborative note-taking doesn't require a computer, if socio-economic concerns are of issue. Guidance can be given in class, on transparencies, or at periodic intervals during classroom reviews (on transparencies of instructor's notes) during which students can compare their own notes to those of the instructor (prof/TA/teacher). Also an option is occasional group work or study groups in which students can pair off into two or more team members to compare their notes with other students.
Perhaps setting up study-groups where you and other students in your class can meet in person to compare notes is also an idea worth considering. Don't hesitate to ask your professor or TA whether such a study-group/study session can be announced in class, and same wrt using Google Docs for collaborative notetaking. If you're at a university/college, there are often class websites on the university/college's server, and often these have discussion boards/chats, over which you can suggest your ideas. If you're looking to help get the word out, your prof or TA or teacher will likely be amenable to your efforts.