Investigating Delivery Schedules for Scalable Learning Skill Training in Early Undergraduate Active Learning STEM Courses

• In Event: Promoting Cognitive and Contextual Agency Through Scalable Interventions for Self-Regulated Learning and Adaptive Performance

Abstract

Background
Undergraduates who enter degree programs that involve active learning designs (Eddy & Hogan, 2014) often struggle to adapt to these challenging instructional designs (Shekhar et al., 2020), and digital training programs that promote self-regulated learning have shown promise in improving learning and achievement (Theobald, 2021). While beneficial, such training designs can be protracted and induce further cognitive load (Sweller, 2011). Whether and when to deliver training materials remains an open question.


Aims
We tested the efficacy of multiple deployments of a digital learning skill training program that was previously found to improve learners’ behaviors and academic achievement in early, large-enrollment science courses. Skill training modules focused on cognitive strategies (module 1), self-regulated learning (module 2), and behavioral and environmental regulation (module 3) Modules were deployed in scalable fashion on multiple schedules and were compared against a 5-module Multimedia Biology learning activity series. We blocked training into an initial unit (3 learning skill modules, then two Biology activities; Early Blocked) and Distributed them as activity 1, 3, and 5 (retaining Multimedia Biology activities 2 and 4). We hypothesized that Early Blocked learning skills training would be superior to Multimedia Biology enrichment and to Distributed delivery because temporal contiguity and coherence of the interconnected topics covered in the skill training modules would lower student cognitive load (Mayer & Fiorella, 2022). Early Blocked delivery would also provide more time for students to apply lessons from training. We alternatively hypothesized that Distributed deployment of training modules would allow students to focus on and apply lessons learned from each training module we interleaved with biology content (Pan, 2015).


Methods
Students (N=465 of 680 enrolled; 68%) consented to be randomized into blocked, distributed, or biology-focused multimedia learning activities and 267 completed all assignments (57%). Groups received access to three modules in Week 3 and Week 4 (i.e. during course Unit 1), and additional modules in Week 7 (Unit 2) and Week 11 (Unit 3). Those who completed modules earned credit towards participation grades, and effects of completing assigned materials were tested by observing group means on Unit 1, 2, 3 and cumulative final exams; see Figure 1).
Results
A main effect of group was found, F(2,264)=5.506, p=.005; learners who completed Early Blocked skill training outperformed those receiving training on a Distributed schedule by a statistically detectable 8.34 points per exam (p=.003; and Multimedia Biology completers by 2.96; NS, p=.101). Early Blocked delivery produced superior benefits over Distributed across all exams at roughly the same amount (i.e., no Group*Time interaction; Figure 1).


Significance
Delivering skill training support in early blocked fashion provided learners with a concentrated and timely exposure to cognitive strategies and self-regulation processes that helped them manage the transition to active learning courses. Distributed roll-out did not benefit course performance. Results indicate that early exposure to skills training followed by a longer period to enact recommended approaches may better address challenges encountered when undergraduates engage in active learning. Ongoing analyses will focus on long-term effects and transfer to subsequent semesters of learning and achievement.

Authors

• Matthew L. Bernacki, University of North Carolina - Chapel Hill

• Jenifer Utz, University of Nevada - Las Vegas

• Christy Strong, University of Nevada - Las Vegas

• Kathryn Rafferty, University of Nevada - Las Vegas