Can Brief, Web-Delivered Training Help STEM Undergraduates "Learn to Learn" and Improve Their Achievement?

• In Event: Implementing Technological Innovations to Foster Self-Regulated Learning

Abstract

Many incoming undergraduates report that they lack skills needed to learn in science, technology, engineering and math (STEM) courses (ACT, 2008). This study examines whether providing web-delivered training to early undergraduates that introduces cognitive strategies, self-regulated learning, and behavioral and environmental regulation principles can improve their achievement in a STEM course. One hundred thirty seven biology students were assigned to complete three one-hour “learning to learn” training modules, or three hour-long sessions reading enrichment materials and writing about connections to course topics. The “learning to learn” group outperformed the control group on the subsequent and final exams. Students who performed poorly on a prior exam obtained the greatest benefits. Findings suggest web-delivered learning support can scale and limit costs.

Authors

• Matthew L. Bernacki, University of Nevada - Las Vegas

• Lucie Vosicka, University of Nevada, Las Vegas

• Jenifer Utz, University of Nevada - Las Vegas