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An Integrative and Comparative Analysis of Approaches to Developing Undergraduates’ Learning Skills
Fri, April 13, 4:05 to 5:35pm, Crown Plaza Times Square, Floor: Fourth Floor, Times Square B RoomSession Type: Symposium
Abstract
Programs that teach learning skills improve students’ motivation, skillfulness, task performance, and academic achievement. Despite their ubiquity in higher education and the critical need they meet (i.e., self-report skill deficits; Perez, Cromley & Kaplan, 2014), they remain understudied in this context. This symposium examines skill training efforts across four universities whose instructional platforms span academic success center programs, stand-alone learning-to-learn and science-of-learning courses, and technology-delivered training modules embedded in STEM courses. Effects of training were consistent and substantial, and additional data streams that substantiate mechanisms responsible for effects include students’ self-reports, reflections, think-alouds, and behavioral traces from learning technologies. Integrative session activities include a discussant’s synthesis and facilitated (panel+audience) discussion of instructional design choices, student factors, implementation challenges, and scalability.
Sub Unit
Chair
Papers
Evaluating the Impact of Self-Regulated Learning Programming for Students on Academic Probation - Anna C Brady, The Ohio State University; Christopher A. Wolters, The Ohio State University; Lauren C. Hensley, The Ohio State University; Jacqueline von Spiegel, The Ohio State University; Jessica Cutshall, The Ohio State University - Columbus
Promoting and Researching Self-Regulated Learning as Strategic and Adaptive Responses to New Situations and Challenges - Allyson F. Hadwin, University of Victoria; Aishah Bakhtiar, University of Victoria; Sarah K Davis, University of Victoria
Fostering Self-Regulated Learning Skills Through a Science of Learning Course - Jeff A. Greene, University of North Carolina - Chapel Hill; Rebekah Freed, University of North Carolina - Chapel Hill; Nikki G. Lobczowski, McGill University; Brian Cartiff, University of North Carolina - Chapel Hill; Cynthia Demetriou, University of North Carolina- Chapel Hill; A. T. Panter, University of North Carolina - Chapel Hill
The Effects of Embedded Digital Learning Skills Training on Undergraduates' Science and Math Achievement - Matthew L. Bernacki, University of Nevada - Las Vegas; Nicholas Voorhees, University of Nevada - Las Vegas; Carryn Bellomo-Warren, University of Nevada - Las Vegas