Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?

Fellman, Daniel; Lincke, Alisa; Jonsson, Bert

doi:10.3389/fpsyg.2020.02076

Cited by 11 publications

(6 citation statements)

References 53 publications

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“…This model is led by students; its benefits include improving students' self-learning skills, making teacher-student interaction more effective, and increasing learner participation and attendance. [5][6][7][8] The flipped classroom is based on students receiving short self-learning/teaching videos in advance, and the "massive open online course" (MOOC) is ideally applicable to this kind of demand. A MOOC is highly convenient for students learning independently, [9][10][11][12] facilitating self-study and the online management of many students.…”

Section: Introductionmentioning

confidence: 99%

Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

Wang

Sun

Mei

et al. 2021

IJGM

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Background This study aims to evaluate the feasibility, acceptability, and effectiveness of massive open online courses (MOOCs) in combination with flipped classroom teaching in the standard training of resident physicians (resident physician trainees). Methods A total of 110 resident physician trainees enrolled in 2018, with a major in Internal Medicine, were selected and divided into a control group (n = 55) who experienced traditional teaching methods and an experimental group (n = 55) who experienced MOOCs plus flipped classroom teaching. Their post-class test scores and satisfaction questionnaires were compared. Results The test scores (80.60 ± 7.65) of resident physician trainees in the experimental group were higher than those of the control group (77.05 ± 8.08), and the difference was statistically significant (P < 0.05). The experimental group trainees were highly satisfied with the MOOC + flipped classroom program. Conclusion MOOCs in combination with flipped classroom teaching can increase the effectiveness of teaching in the standard training for resident physicians and trainees’ comprehensive clinical diagnosis and treatment ability.

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Section: Introductionmentioning

confidence: 99%

Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

Wang

Sun

Mei

et al. 2021

IJGM

View full text Add to dashboard Cite

show abstract

“…They watched the teaching videos on the platform more seriously. In fact, the advantage of MOOCs is that they are flexible, allowing students to learn at their own pace without being restricted by time and space, which assists learning, as Fellman et al (2020) also indicate in their research. Students who are determined to learn can accomplish a great deal on the platform.…”

Section: Discussionmentioning

confidence: 99%

Analysis of AI Precision Education Strategy for Small Private Online Courses

Lin

Lai

2021

Front. Psychol.

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In recent years, the learning efficacy of online to offline (O2O) teaching methods seems to outperform traditional teaching methods in the field of education. Students can use a small private online course (SPOC) teaching platform to preview class-related materials, learn basic knowledge, and enhance the practical experience of system development in offline courses. The research team applied an artificial intelligence (AI) precision education strategy to design a teaching experiment that evaluated whether this approach may lead to better learning outcomes. In addition to questionnaire surveys to ascertain students' attitudes toward and their satisfaction with learning, this study employed in-depth interviews to understand a potential influence on changes in teachers' curriculum design and teaching approaches when SPOCs was integrated into the traditional university classroom, as well as the impact of the AI precision education model. The results showed that the AI precision education model may facilitate students' learning experience and enhance student achievement.

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“…Based on these results, we suspect that the individual differences in strategy use and their association with the forward testing effect were driven by a third variable. For example, students who tend to report more change in strategy use (based on testing) might be students who were naturally motivated to learn the material in the experiment, and these individuals might be particularly likely to demonstrate a forward testing effect (for similar demonstrations of individual differences in the retrieval practice effect literature, see Fellman et al, 2020; Minear et al, 2018). Moreover, as stated earlier, testing might instigate a shift in retrieval strategy, which leads to a forward testing effect, and changes in retrieval strategies might in turn cause some participants to change their encoding strategies, and this second-order change is then registered as the weak positive correlation between the encoding strategy difference scores and the forward testing effect observed in Experiment 5 (ρs between .14 and .21).…”

Section: Discussionmentioning

confidence: 99%

Does testing potentiate new learning because it enables learners to use better strategies?

Ahn,

Chan

2024

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multilist foreign language learning paradigm with four preregistered experiments and one non-preregistered pilot experiment. In Experiments 1-3, participants learned three lists of Chinese-English pairs; one group took a test after every list (i.e., test condition) and the other group took a test only for the criterial List 3 (i.e., restudy condition). In addition, participants completed a transfer test and a study strategy survey. Although we found a forward testing effect in all experiments, participants in the test and restudy conditions did not report differences in strategies. In Experiments 4 and 5, we used a within-subject design so that we could correlate changes in strategy use with the magnitude of the forward testing effect on an individual level. Interestingly, individual differences in strategy change were moderately associated with the magnitude of the forward testing effect, but even here, strategy change did not mediate the effect of testing on performance. Overall, our data showed that, at least for foreign language learning of Chinese characters, interim testing did not enhance new learning by altering participants' subsequent encoding strategies. Moreover, our data showed that interim testing did not promote the transfer of Chinese language learning to novel characters.

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Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?

Cited by 11 publications

References 53 publications

Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

Analysis of AI Precision Education Strategy for Small Private Online Courses

Does testing potentiate new learning because it enables learners to use better strategies?

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