Enhancing learning and the student experience with successive relearning

通过连续的再学习增强学习和学生体验

• 批准号: ES/T013664/1
• 负责人: Philip Higham
• 金额: $ 70.23万
• 依托单位: University of Southampton
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FT013664%2F1
• 关键词: Enhancing; learning; student; experience; successive

This proposal investigates successive relearning (SR) as a means to enhance student learning outcomes and well-being in educational environments. SR is grounded in the science of learning and involves recalling taught material from memory (retrieval practice) on several occasions separated by intervals (spaced practice). Mastery is achieved by providing corrective feedback for recall errors followed by subsequent recall opportunities. A small but consistent evidence base suggests that SR significantly increases both the amount of information that students remember and its durability. While preliminary findings in the field of SR are promising, the existing evidence base is small and has several limitations. Addressing these limitations is critical for the development of both theoretical frameworks of learning and related practice in the field of education, and to enable educators to design curricula that foster optimal learning experiences and outcomes for students.The current proposal addresses five limitations in SR research across two large experimental studies. Both studies will consider time-on task as a potential cause of SR's effectiveness, a factor that has not been properly controlled in previous research (Limitation 1). In addition, it is unclear from existing research how two key factors, frequency (the number of practice sessions) and timing (the intersession interval) interrelate across different learning periods (Limitation 2). Recent evidence suggests that their relationship varies with the length of time that information needs to be remembered. We will therefore consider the relationship between the frequency and timing of relearning across several different retention intervals. These two studies will inform educators how best to utilise SR within their own programmes of study.Current research has not explored mechanisms that potentially augment or underpin the learning advantages associated with SR (Limitations 3, 4, and 5). It is possible that SR leads to a shift in students' learning strategies that enhances the learning of new material. Here, we specifically explore whether varying the learning schedule of to-be-learned material has a differential impact on the development of learning strategies. Several factors that typically vary across individuals have been related to classroom achievement. These include metacognitive accuracy (student self-assessments of their own academic performance), attentional control (student reports of how well they focus and shift attention to learn), academic self-efficacy (student beliefs that they can effectively learn the material) and worry/ anxiety (student reports of anxious affect associated with learning and performance). To generate a definitive profile of the link between SR and the broader benefits on student mental health and well-being in the classroom, our two experimental studies will measure change in these four variables over SR practice.In the latter part of the proposal, we aim to enhance the impact of our research. First, we will extend our basic experimental findings to a classroom environment to demonstrate its translational impact. We will compare an SR schedule with a restudy schedule in an undergraduate module using optimal frequency and timing parameters established in Studies 1 and 2. By applying the same experimental rigour of the earlier studies, we will better understand the specific benefits of SR on attainment in practice. This classroom intervention will also explore the value of SR on students' metacognition, mental health, and well-being and on the development of effective learning strategies. Second, we will create a LEAP website and start to work in partnership with Wyvern College to enable them to use this website to apply relearning schedules to their own teaching. Over time, this website will be amended to allow students to enhance their own learning.

该提案调查连续再学习（SR）作为一种手段，以提高学生的学习成果和福祉的教育环境。SR是基于学习的科学，涉及回忆教学材料的记忆（检索实践）在几个场合分开的时间间隔（间隔实践）。掌握是通过为回忆错误提供纠正反馈，然后提供后续回忆机会来实现的。一个小但一致的证据基础表明，SR显着增加了学生记住的信息量和持久性。虽然在SR领域的初步研究结果是有希望的，现有的证据基础是小，有几个限制。解决这些局限性是至关重要的学习和相关的实践在教育领域的理论框架的发展，并使教育工作者设计课程，促进最佳的学习经验和成果为student.The目前的建议解决了SR研究在两个大型实验研究的五个限制。这两项研究都将任务时间视为SR有效性的潜在原因，这是一个在以前的研究中没有得到适当控制的因素（限制1）。此外，从现有的研究中还不清楚两个关键因素，频率（练习次数）和时间（练习间隔）在不同的学习阶段之间如何相互关联（限制2）。最近的证据表明，它们的关系随着信息需要记住的时间的长短而变化。因此，我们将考虑在几个不同的保留间隔的频率和时间之间的关系的再学习。这两项研究将告知教育工作者如何最好地利用SR在自己的programmes of study.Current研究还没有探索的机制，可能会增加或巩固与SR相关的学习优势（局限性3，4和5）。这是可能的，SR导致学生的学习策略的转变，提高了新材料的学习。在这里，我们特别探讨是否不同的学习时间表的学习材料有差异的影响，学习策略的发展。有几个因素通常因个人而异，这些因素与课堂成绩有关。这些包括元认知准确性（学生对自己学习成绩的自我评估），注意力控制（学生报告他们如何集中和转移注意力学习），学术自我效能感（学生相信他们可以有效地学习材料）和担忧/焦虑（学生报告与学习和表现相关的焦虑情绪）。要生成一个明确的轮廓SR和学生的心理健康和幸福感在课堂上更广泛的利益之间的联系，我们的两个实验研究将衡量这四个变量的变化超过SR practice.In建议的后半部分，我们的目标是提高我们的研究的影响。首先，我们将把我们的基本实验结果扩展到课堂环境中，以证明其翻译效果。我们将使用研究1和2中建立的最佳频率和时间参数，在本科模块中比较SR时间表与再学习时间表。通过应用与早期研究相同的实验严谨性，我们将更好地理解SR在实践中对实现的具体好处。本研究亦将探讨策略性学习对学生的元认知、心理健康、幸福感及有效学习策略发展的价值。其次，我们将创建一个LEAP网站，并开始与Wyvern College合作，使他们能够使用这个网站将再学习计划应用到自己的教学中。随着时间的推移，这个网站将被修改，让学生提高自己的学习。

项目成果

A comparison of covert and overt retrieval practice over multiple spaced sessions

多个间隔会话中隐蔽和公开检索实践的比较

• 发表时间: 2021
• 作者: Pickering Js

Spaced Retrieval Practice: Can Restudying Trump Retrieval?

• DOI: 10.1007/s10648-023-09809-2
• 发表时间: 2023-09
• 期刊: Educational Psychology Review
• 影响因子: 10.1
• 作者: P. Higham;Greta M. Fastrich;R. Potts;K. Murayama;Jade S. Pickering;J. Hadwin