Retrieval-Oriented Reading Assignments and Subsequent Classroom Learning: An Expertise Reversal Effect

• In Event: AERA Poster Session 7
  In Poster Session: Testing Technology-Based Enhancements and Interventions

Abstract

A central challenge of teaching a lecture based course is ensuring that all students arrive prepared. This challenge is traditionally approached by assigning a pre-lecture reading. We examined the effectiveness of pre-lecture retrieval oriented readings (RORs) to improve the amount of information students learn from class lecture. We manipulated whether students completed the RORs before class, and measured performance on in-class clicker quizzes. When the quizzes were administered before lecture, students who completed the RORs demonstrated much better performance. However, the benefit of the RORs was reversed when the quizzes were administered after the lecture -- an expertise reversal effect. We discuss the theoretical and practical implications of these findings, as well as the next steps for future studies.

Authors

• Phillip Grimaldi, Rice University - OpenStax

• Debshila Basu Mallick, Rice University - OpenStax

• Asha Rao, Texas A&M University - College Station

• Wendy Jackeline Torres, Rice University