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Toward an Understanding of How Learning Strategies Can Be Effective for Learners Across Contexts
Sun, April 27, 8:00 to 9:30am MDT (8:00 to 9:30am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3CSession Type: Symposium
Abstract
Students must balance their study time using efficient learning strategies to master their study material. High dropout rates and academic performance challenges in higher education indicate a failure to do so for some. This symposium emphasizes effective strategies like retrieval practice, spacing, and contextual variability to help those students who struggle. It presents four field studies on: (i) strategy use across disciplines, (ii) the impact of course design on retrieval practice and spacing, (iii) the effectiveness of online retrieval practice and its transfer to unpracticed math content, and (iv) the relationships among retrieval, variable, and spacing practices. By examining these strategies in real-world settings, the symposium aims to improve students' learning outcomes.
Sub Unit
Chairs
Jakob Schwerter, University of Tübingen
Fani Lauermann, University of Bonn
Andrew C. Butler, Washington University in St. Louis
Papers
Students' Self-Reported Use of Retrieval Practice: A Comparison between Mathematics and Social Science Courses - Cristina D. Zepeda, Vanderbilt University; David B. Miele, Boston College; Meghan Coughlan, Boston College
Retrieval Practice and Spacing in Naturalistic Settings: Undergraduates’ Achievement Goals, Digital Quiz Use, and Performance in Biology - Leiming Ding, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Erin Windsor, College of Southern Nevada; Nancy Webb, College of Southern Nevada; Robert D Plumley, University of North Carolina - Chapel Hill; Michael Abdul Ghani Berro, University of North Carolina - Chapel Hill; Jeff A. Greene, University of North Carolina - Chapel Hill; Jonathan C. Hilpert, University of Nevada - Las Vegas
Retrieval Practice in Higher Education: Exploring Content Transfer Effects in a Gateway Math Course - Jakob Schwerter, University of Tübingen; Fani Lauermann, University of Bonn; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Thomas Dimpfl, University of Hohenheim
Using Retrieval Practice, Variability, and Spacing to Facilitate Understanding of Complex Information - Rachel N. Smith-Peirce, Washington University in St. Louis; Andrew C. Butler, Washington University in St. Louis