Exam wrappers exposing students to learning research change study strategies
Sobel, Maya
Sobel, Maya
Citations
Altmetric:
License
0
License
DOI
Abstract
First year STEM students vary in both foundational knowledge of the material and metacognitive behavior regarding their study strategies. It is common for students to use passive learning methods of re-reading rather than active learning methods such as forced recall. Faculty traditionally employ mid-semester wrappers for self-reflection in an effort for students to guide themselves towards more effective learning methods. We enhanced these mid-semester exam wrappers by requiring readings of brief on-line blogs about learning. Our evaluation question asks if exposing students to information about the efficacy of different study strategies changes their habits.
Description
Undergraduate
Date
2022-01-01