Literaturnachweis - Detailanzeige
Autor/inn/en | Broeren, Marloes; Verkoeijen, Peter; Heijltjes, Anita; Arends, Lidia; Smeets, Guus |
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Titel | Promoting Retrieval Practice Use during Self-Study in Higher Education: The Effects of a Compact Strategy Intervention with Metacognitive Support |
Quelle | In: Applied Cognitive Psychology, 37 (2023) 4, S.830-844 (15 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Broeren, Marloes) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0888-4080 |
DOI | 10.1002/acp.4078 |
Schlagwörter | College Students; Information Retrieval; Drills (Practice); Independent Study; Intervention; Metacognition; Educational Strategies; Instruction; Electronic Learning; Learning Strategies; Control Groups |
Abstract | Intensive training programs have successfully supported students in using cognitive learning strategies. This study investigated whether a compact intervention can promote students' retrieval practice use during self-study for course-relevant materials. In an experiment embedded in a reputation management course, students were either given strategy instructions on retrieval practice (RP condition), strategy instructions and metacognitive email support (RP++) or no support (control). Students' potential retrieval practice use during self-study of key concepts was measured with an online learning environment. Results showed a small but significant effect on retrieval practice use for the RP++ condition as compared to control (p = 0.005, r = 0.39). No significant differences were found between RP++ and RP, and RP and control and no significant effects were found on a delayed performance test. With our compact intervention, we took a small step in fostering the use of retrieval practice as a learning strategy during self-study. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |