Voluntary Web-Based Self-Assessment Quiz Use is Associated With Improved Exam Performance, Especially for Learners with Low Prior Knowledge

Utz, Jenifer C.; Bernacki, Matthew L.

doi:10.21692/haps.2018.021

Cited by 4 publications

(4 citation statements)

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“…Because self-regulated learning is domain general, and cognitive strategies including retrieval practice and self-explanation have been shown to be broadly applicable in STEM domains including life sciences ( e.g., Utz & Bernacki, 2018 for retrieval practice; Villalta-Cerdas & Sandi-Urena, 2016 for self-explanation) and mathematics (cf. Hopkins, Lyle, Hieb, & Ralston, 2016, for retrieval practice; Rittle-Johnson, Loehr, & Durkin, 2017, for self-explanation), we designed The Science of Learning to Learn such that it incorporated examples from different STEM disciplines and expected that the skill training program based on this general framework should be broadly applicable and thus beneficial to students across domains.…”

Section: Domain Generality Of Learning Skills and Of The Science Of L...mentioning

confidence: 99%

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Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.

Bernacki¹,

Vosicka²,

Utz³

et al. 2021

Journal of Educational Psychology

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Many science, engineering, technology, and math (STEM) majors fail to complete their degrees, and those who leave report they lack learning skills required for STEM coursework. In 2 studies, we examined the effects on students’ exam performances when they were assigned to complete a brief digital learning skills training program we embedded into their course site on the university learning management system for their large lecture science and math courses. Study 1 examined whether delivering brief trainings that teach learning skills to students directly within their STEM course site during the first weeks of class would encourage undergraduate science learners to adopt effective learning behaviors and improve their achievement on exams. Additional analyses examined benefits to a group underrepresented in the STEM workforce: first-generation college students. Students who spent time completing training made greater use of resources supporting planning, monitoring, and cognitive strategy use and outperformed students in the control group on initial and final exams. Study 2 examined whether the same, domain-general learning skill training could produce effects when placed in a college algebra course. Random assignment to treatment and control was conducted early in the second course unit. Those in the skill training condition outperformed a control group who solved additional algebra problems on the next 2 unit exams. Across studies, effects of training were similar for first-generation and continuing generation students. However, the effects obtained often improved the exam scores of first-generation students from below to above the minimum score which requires course reenrollment and delays STEM degree completion.

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Section: Domain Generality Of Learning Skills and Of The Science Of L...mentioning

confidence: 99%

Section: Domain Generality Of Learning Skills and Of The Science Of L...mentioning

confidence: 99%

Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.

Bernacki¹,

Vosicka²,

Utz³

et al. 2021

Journal of Educational Psychology

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“…In the specific case of undergraduate science courses on topics like anatomy and physiology, the learning task is characterized by dozens of learning objectives requiring declarative knowledge of biological structures and their functions as well as conceptual knowledge related to how physiological processes and body systems function (Utz & Bernacki, 2018). Mastering these kinds of learning objectives requires surface encoding activities like reading and highlighting to attend to key content (Hattie & Donoghue, 2016) and later, rehearsal of these items to strengthen retrieval of declarative knowledge (i.e., surface knowledge consolidation using retrieval practice , Karpicke & Roediger, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?

Bernacki

Vosicka

Utz

2020

Journal of Educational Psychology

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Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits. Many training programs exist to develop students’ learning skills and they typically achieve small to medium effects on behaviors and performance. However, these programs require large investments of students’ and instructors’ time and effort, which limits their applicability to large lecture course formats commonly employed in early undergraduate STEM coursework. This study examined whether brief, digital training modules designed to help students apply learning strategies and self-regulated learning principles effectively in their STEM courses can impact students’ behaviors and performance in a large biology lecture course. Results indicate that a 2-hr Science of Learning to Learn training had significant effects on students’ use of resources for planning, monitoring, and strategy use, and improved scores on quizzes and exams. These findings indicate that a brief, self-guided, online training can increase desirable learning behaviors and improve STEM performance with minimal cost to learners or instructors. Implications for future design of interventions and their provision to students in need of support are discussed.

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“…Practice testing can enhance learning and long-term retention (Agarwal et al 2012;Roediger and Butler 2011;Dunlosky et al 2013), and the use of practice testing has been shown to promote learning and retention of content in a more efficient manner than other commonly used study techniques such as repeated reading and repetition (Roediger and Butler 2011). Testing slows forgetting and, consequently, improves the later retrieval of information (Arnold andMcdermott 2013, Roediger et al 2011;Utz and Bernacki 2018). Additionally, the attempts to retrieve content through a test may assist students in encoding even if the retrieval attempts were unsuccessful (Dunlosky et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Designing High Structure Courses to Promote Student Engagement

Beck¹,

Roosa²

2021

HAPS ED

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The HAPS-Educator, The Journal of the Human Anatomy and Physiology Society, aims to foster teaching excellence and pedagogical research in anatomy and physiology education. The journal publishes articles under three categories. Educational Research articles discuss pedagogical research projects supported by robust data. Perspectives on Teaching articles discuss a teaching philosophy or modality but do not require supporting data. Current Topics articles provide a state-of-the-art summary of a trending topic area relevant to anatomy and physiology educators. All submitted articles undergo peer-review. Educational Research articles will additionally be reviewed for the quality of the supporting data. All issues of the HAPS Educator are freely available, and individual articles are uploaded to the Life Science Teaching Resource Community (and link tohttps://www.lifescitrc.org/) and available in the Education Resources Information Center (ERIC).

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Voluntary Web-Based Self-Assessment Quiz Use is Associated With Improved Exam Performance, Especially for Learners with Low Prior Knowledge

Cited by 4 publications

References 0 publications

Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.

Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.

Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?

Designing High Structure Courses to Promote Student Engagement

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