Making Sense of Generative Learning

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(2)

Published: April 26, 2023

Abstract How do learners make sense of what they are learning? In this article, I present a new framework sense-making based on research investigating the benefits and boundaries generative learning activities (GLAs). The distinguishes among three primary modes—explaining, visualizing, enacting—that each serve unique complementary cognitive functions. Specifically, assumes mentally organize simulate material (via visualizing enacting modes) to facilitate their ability generalize explaining mode). evidence from GLAs illustrating how visualizations enactments (instructor-provided and/or learner-generated) can higher quality learner explanations subsequent outcomes. also discuss several barriers that help explain when not effective describe possible ways overcome these by appropriately guiding timing GLAs. Finally, implications for theory practice provide recommendations future research.

Language: Английский

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Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students

CBE—Life Sciences Education, Journal Year: 2024, Volume and Issue: 23(2)

Published: March 12, 2024

First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These are compounded by subtle messages from instructors that convey the idea natural talent is necessary success scientific fields. In contrast, growth mindset communicate ability can improve effort, help-seeking, and using productive study strategies. large enrollment introductory biology course, were randomly assigned to receive email their instructor after first two exams containing either or control message. The intervention improved grades course everyone, on average, messages, especially beneficial FG This increase performance was partially mediated increased activity accessing materials website. provides preliminary evidence communicating support students' performance.

Language: Английский

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Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(3)

Published: July 11, 2023

Language: Английский

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Unproctored online exams provide meaningful assessment of student learning

Proceedings of the National Academy of Sciences, Journal Year: 2023, Volume and Issue: 120(31)

Published: July 24, 2023

In the United States, onset of COVID-19 triggered a nationwide lockdown, which forced many universities to move their primary assessments from invigilated in-person exams unproctored online exams. This abrupt change occurred midway through Spring 2020 semester, providing an unprecedented opportunity investigate whether can provide meaningful learning relative on per-student basis. Here, we present data nearly 2,000 students across 18 courses at large Midwestern University. Using meta-analytic approach in treated each course as separate study, showed that produced scores highly resembled those individual level despite being unproctored-as demonstrated by robust correlation between and exam scores. Moreover, our cheating was either not widespread or ineffective boosting scores, strong assessment value observed regardless type questions asked exam, level, academic discipline, class size. We conclude exams, even when unproctored, are viable tool.

Language: Английский

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The challenge of change: understanding the role of habits in university students’ self-regulated learning

Higher Education, Journal Year: 2024, Volume and Issue: unknown

Published: April 10, 2024

Abstract Study habits drive a large portion of how university students study. Some these are not effective in fostering academic achievement. To support breaking old, ineffective and forming new, study habits, an in-depth understanding what students’ look like they both formed broken is needed. Therefore, this study, we explored aspects among first-year six focus group discussions ( N = 29). Using thematic analysis approach, clustered the data five themes: Goals Matter , Balancing Perceived Efficiency Effectiveness when Studying Navigating Student Life: from Structured Routines to Self-Regulation Challenges Quest for Effective Habits with Trying Break Free From Screen as subtheme, Motivation Roller Coaster . Findings suggest that had different depending on their goals. Students quite accurate metacognitive knowledge about learning strategies long-term learning, but often used other deemed most efficient reaching indicated intentions change, did prioritize change current enabled them pass exams was perceived adding value. Fluctuations motivation transitioning self-regulated life hampered form new break old habits. Next insights into factors affecting behavioral intentions, findings importance aligning assessment methods life-long supporting goal setting which target lasting optimally foster learning.

Language: Английский

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Undergraduates’ reactions to errors mediates the association between growth mindset and study strategies

International Journal of STEM Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: May 30, 2024

Abstract Background Students employ a variety of study strategies to learn and master content in their courses. Strategies vary widely effectiveness for promoting deep, long-term learning, yet most students use ineffective frequently. Efforts educate about effective have revealed that knowledge is by itself insufficient encouraging widespread lasting changes. An important next step uncover factors influence the decisions make strategy use. We explored association between beliefs intelligence (mindset, universality, brilliance) strategies. The are error-prone, carry implications whether errors normal even beneficial part learning process (e.g., growth mindset) or signs fixed mindset). Therefore, we hypothesized reactions would mediate relationship tested this hypothesis surveying 345 undergraduates enrolled an introductory biology class at public, research-active university northwestern United States. Results Confirmatory factor analysis indicated internal structure all measures functioned as expected our sample. fit structural equation model evaluate model. found mindset, but not universality nor brilliance, predicts variance both errors. In turn, adaptive (but errors) associated with highly spacing sessions. There was significant indirect mindset Conclusions Our results provide evidence mechanism explaining students’ academic outcomes: believing improvable more making errors, which correlates choosing error-prone therefore Future interventions aimed improving may be if they simultaneously target reacting adaptively emphasize improvable.

Language: Английский

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Memorizing plans with an app: Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context

Learning and Individual Differences, Journal Year: 2025, Volume and Issue: 118, P. 102641 - 102641

Published: Jan. 31, 2025

Language: Английский

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How undergraduate engineering students regulate their learning: a qualitative comparison between different strategy users

European Journal of Engineering Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20

Published: Feb. 2, 2025

While decades of research from cognitive psychology provided insight into effective learning strategies for long-term learning, there is a discrepancy between what recommends and students do. We investigated first-year engineering students' knowledge use strategies, how they experience adapt to strategy instruction. conducted three focus group discussions with 18 took an in-depth qualitative approach thematic analysis crafted stories. all showed accurate about only highly self-regulated also used these outside class. Idiosyncratic ideas or minimal effort towards studying hindered during self-study. The stories factors that drive apply specific (or not) their openness behaviour change based on teacher instruction: self-concept study motivation, student–teacher interaction, the role assessment as driver learning.

Language: Английский

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Students’, Teachers’, and Parents’ Knowledge About and Perceptions of Learning Strategies

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 160 - 160

Published: Feb. 1, 2025

Previous research has demonstrated that students have imperfect knowledge about learning strategies. Moreover, very little is known teachers’ and parents’ strategies, which important as these groups can help to model teach effective The goal of the present was add this literature by measuring students’, teachers’, beliefs several strategies received empirical scrutiny, using methodology builds upon prior work. To do so, participants were presented with a series scenarios exemplifying different strategy rated each individually on effectiveness, familiarity, their likelihood (or recommending) it in future. Participants had accurate rating retrieval practice distributed study most There variations within levels familiarity strategy, may informed ratings effectiveness. For instance, interleaving less compared blocking but also familiar former. On positive note, outcomes suggest people generally good underscore importance broad dissemination educational research.

Language: Английский

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What Drives Student Engagement and Learning in Video Lectures? An Investigation of Instructor Visibility, Playback Speed, and Student Preferences

Applied Cognitive Psychology, Journal Year: 2025, Volume and Issue: 39(2)

Published: Feb. 25, 2025

ABSTRACT COVID‐19 greatly increased the online delivery of higher education. But one limitation learning is that students often struggle to stay engaged while watching lectures. We examined whether including an instructor's face in lecture videos (instructor visibility) enhances student engagement or learning. In two preregistered experiments, we found instructor visibility did not affect either overall. However, participants reported when they watched a video aligned with their preference for visibility. For example, who favored visible greater such compared those without instructor, and vice versa. Additionally, effects playback speed on Our results suggest speeded playing impact but resulted better efficiency. Lastly, using GPT, explored participants' open‐ended responses understand

Language: Английский

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