The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist

Agarwal, Pooja; Bain, Patrice M.; Chamberlain, Roger Wade

doi:10.1007/s10648-012-9210-2

Cited by 105 publications

(93 citation statements)

References 9 publications

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“…This robustness of the testing effect to changes in the procedure may be especially important, given its potential to increase long-term retention in applied educational settings. In particular, researchers have recommended using retrieval practice both in the classroom and as a student study strategy to increase learning (e.g., Agarwal, Bain, & Chamberlain, 2012;Roediger, Putnam, & Smith, 2011). Because the testing effect does not seem to be affected by practice format under our conditions, the benefits are as great in blocked as in mixed practice.…”

Section: Discussionmentioning

confidence: 86%

Comparing the testing effect under blocked and mixed practice: The mnemonic benefits of retrieval practice are not affected by practice format

Abel

Roediger

2016

Mem Cogn

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The act of retrieving information modifies memory in critical ways. In particular, testing-effect studies have demonstrated that retrieval practice (compared to restudy or to no testing) benefits long-term retention and protects from retroactive interference. Although such testing effects have previously been demonstrated in both between-and within-subjects manipulations of retrieval practice, it is less clear whether one or the other testing format is most beneficial on a final test. In two paired-associate learning experiments conducted under typical testing-effect conditions, we manipulated restudy and test trials using either blocked or mixed practice conditions while equating other factors. Retrieval-practice and restudy trials were presented either separately in different blocks (blocked practice) or randomly intermixed (mixed practice). In Experiment 1, recall was assessed after short and long delay intervals; in Experiment 2, the final memory test occurred after a short delay, but with or without an interfering activity before the final test. In both experiments, typical testing effects emerged, and critically, they were found to be unaffected by practice format. These results support the conclusion that testing effects are robust and emerge to equal extents in both blocked and mixed designs. The generality of testing effects further encourages the application of retrieval practice as a memory enhancer in a variety of contexts, including education.

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Section: Discussionmentioning

confidence: 86%

Comparing the testing effect under blocked and mixed practice: The mnemonic benefits of retrieval practice are not affected by practice format

Abel

Roediger

2016

Mem Cogn

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“…Test-enhanced learning promotes long-term knowledge retention, [13][14][15][16][17][18][19][20][21][22] while the length of time that the information is retained is dependent upon the spacing between repetitions. [1][2][3][4][5][6] Because spacing interval between repetitions in our study was one day, the spacing effect predicted the information would be retained for one week or 7 days, after which the forgetting process would occur.…”

Section: Discussionmentioning

confidence: 99%

“…2,16,[20][21][22] Furthermore, providing students with immediate detailed feedback to responses enhances the testing effect compared with students who do not receive an explanation for the responses. 2,23,24 This feedback also serves as a way to reinforce important course concepts on a larger scale than is obtained with traditional in-class active-learning assignments; thus, it should be able to artificially lengthen the spacing interval between exposures to material, thereby lengthening the retention interval.…”

Section: Introductionmentioning

confidence: 99%

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

Hernick

2015

American Journal of Pharmaceutical Education

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Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.

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“…Pokaždé, když si poznatek vybavíme, je posílena schopnost jeho použití v budoucnosti. Výzkumy také dokazují, že opakování formou testů v MOOC zlepšuje schopnost dlouhodobého zapamatování více než poslech prezentace a následné použití poznatků ve standardních domácích zadáních [13]. K lepším studijním výsledkům přispívá interaktivita poskytující okamžitou zpětnou vazbu, možnost poskytování zpětné vazby od ostatních studentů a hodnocení vlastního výkonu.…”

Section: Vysvětlení Pojmu Mooc [11]unclassified

Professional development of teachers of english in the 21st century

Pavlíková¹

2017

ACC

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AbstraktCeloživotní učení je nezbytnou součástí profesního života pedagogů a v návaznosti na společenské změny se mění i obsah, formy, možnosti a důležitost průběžného vzdělávání učitelů. Článek se zabývá profesním rozvojem pedagogů, zvláště učitelů angličtiny působících na univerzitách nefilologického zaměření. Studie analyzuje možnosti a formy celoživotního učení pedagogů v období od 80. let 20. století až do současnosti se zaměřením na vliv informačních technologií na změny v této oblasti. Výsledkem analýzy je definování základních kategorií, do kterých lze činnosti celoživotního učení zařadit. Dále jsou popsány zásadní změny činností v daném období a možnosti, jež vytvářejí informační technologie.  Na vysokoškolské pedagogy jsou neustále kladeny vyšší nároky, pracují pod časovým tlakem v neustále se měnícím prostředí a jejich zátěž je dána i nutností provádět výzkum a publikovat v profesní oblasti. Keywords Flexibilita pedagogů je nezbytná také v souvislosti s digitalizací vzdělávání. Technologie se používají v hodinách výuky a virtuální učební prostředí je zdrojem studijních opor vhodných pro posílení autonomního vzdělávání.

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The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist

Cited by 105 publications

References 9 publications

Comparing the testing effect under blocked and mixed practice: The mnemonic benefits of retrieval practice are not affected by practice format

Comparing the testing effect under blocked and mixed practice: The mnemonic benefits of retrieval practice are not affected by practice format

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

Professional development of teachers of english in the 21st century

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