Knowledge decay between semesters

Dills, Angela K.; Hernández-Julián, Rey; Rotthoff, Kurt W.

doi:10.1016/j.econedurev.2015.12.002

Cited by 11 publications

(2 citation statements)

References 14 publications

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“…This sequential learning framework discussed in Shmanske (1988) has been used throughout the last several decades as a way to understand faculty value-added on student learning (see Weinberg et al (2009) and Hoffmann and Oreopoulos (2009)). While the length of time one might expect the material to be carried into follow-on courses varies by discipline (Dills et al (2016)), across disciplines subsequent course performance is a commonly used empirical strategy to identify teaching effectiveness.…”

Section: Teacher Value-addedmentioning

confidence: 99%

Fear and Loathing in the Classroom: Why Does Teacher Quality Matter?

Insler

McQuoid²,

Rahman

et al. 2021

SSRN Journal

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This work disentangles aspects of teacher quality that impact student learning and performance. We exploit detailed data from post-secondary education that links students from randomly assigned instructors in introductory-level courses to the students' performances in follow-on courses for a wide variety of subjects. For a range of firstsemester courses, we have both an objective score (based on common exams graded by committee) and a subjective grade provided by the instructor. We find that instructors who help boost the common final exam scores of their students also boost their performance in the follow-on course. Instructors who tend to give out easier subjective grades however dramatically hurt subsequent student performance. Exploring a variety of mechanisms, we suggest that instructors harm students not by "teaching to the test," but rather by producing misleading signals regarding the difficulty of the subject and the "soft skills" needed for college success. This effect is stronger in non-STEM fields, among female students, and among extroverted students. Faculty that are well-liked by students-and thus likely prized by university administrators-and considered to be easy have particularly pernicious effects on subsequent student performance.

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Section: Teacher Value-addedmentioning

confidence: 99%

Fear and Loathing in the Classroom: Why Does Teacher Quality Matter?

Insler

McQuoid²,

Rahman

et al. 2021

SSRN Journal

View full text Add to dashboard Cite

show abstract

“…However, many students commence university only having mastered surface learning techniques, resulting in an erosion of learning and decay of knowledge/ learning loss between semesters (Dills et al, 2016). To combat this, assessments should be designed to encourage students to develop deep learning approaches to maximise knowledge retention for application in the subsequent subjects in the next semesters.…”

Section: Introductionmentioning

confidence: 99%

Threshold Tests as a way to encourage long-term, self-regulated learners in Engineering

Solina

Wong

Crawford³

et al. 2023

9th International Conference on Higher Education Advances (HEAd'23)

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Traditionally, educators evaluate the effectiveness of a new assessment in a pre-requisite early subject via pass rates, grades and student satisfaction. It may be more appropriate to measure the impact on student results in later stage subjects. In this work we report on the impact of changing assessment, over 10 years, at a metropolitan Australian university for an initial calculus subject (Mathematics 1) on two follow-on subjects: Mathematics 2 and Fundamentals of Mechanical Engineering. Earlier research found that Online Mastery Tests can harm later learning outcomes even though failure rates drop within the pre-requisite subject. Here we show that Paper Threshold Tests, requiring greater engagement, metacognitive strategies result in fewer passes in the pre-requisite subject however, they were also resulting in a major inversion of the grade distribution toward higher grades in the follow on subjects where 60% of students now obtain marks > 75%.

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Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention

Brendel,

Alzubi,

Rai

et al. 2024

FEBS Open Bio

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The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second‐year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = −0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self‐regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention.

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Knowledge decay between semesters

Cited by 11 publications

References 14 publications

Fear and Loathing in the Classroom: Why Does Teacher Quality Matter?

Fear and Loathing in the Classroom: Why Does Teacher Quality Matter?

Threshold Tests as a way to encourage long-term, self-regulated learners in Engineering

Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention

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