The Science of Learning for Teachers & Students
We surveyed 165 undergraduates about how they view and learn from online lectures. Based on survey results we propose five ways students can learn more from online lectures: Focus and reduce cognitive load Take and use notes more effectively Read more
Discussion is a widely used teaching strategy in higher education, but research has shown they are not always productive learning experiences (Kuhn, 2016; Nokes-Malach, Zepeda, Richey, & Gadgil, 2019). The term, discussion, refers to many different types of interactions, ranging Read more
Visualization is the process of making an external spatial representation of information. Visualizing is a useful strategy for discovering structure and organizing information efficiently. Schwartz, Tsang, & Blair, 2016, p. 277 Visualizations include diagrams, pictures, charts, graphs, flow charts, matrices, Read more
Much of the information in course materials is visual in the form of illustrations, graphs, diagrams and so forth. Adding visuals to text can enhance learning. Generally, words and pictures together are more effective for learning than words alone. This Read more
Research has shown that teaching can be an effective way to learn. By teaching a topic you learn more about it than if you simply read or studied it (Fiorella & Mayer, 2015; Schwartz, Tsang, & Blair, 2016). What is Read more
Review sessions are opportunities for students to relearn and consolidate topics they studied previously. Typically, review sessions take place at the start of a course, prior to course exams, and at the start of class periods. Reviews cover content and Read more
Cognitive overload is a major obstacle that impedes learning. Overload occurs when the cognitive demands of a task or situation exceed students’ cognitive capacities. Overload is a common occurrence because there are limits on how much information we can think Read more
Metacognition refers to one’s awareness of and ability to regulate one’s own thinking (Flavell, 1979). Effective metacognitive awareness is like an internal monitor that notices when a person’s attention wanes, when they have or have not mastered a concept adequately, Read more
Students’ prior knowledge has a strong effect on new learning. In summarizing decades of research one group of researchers concluded Students come to every learning situation with prior knowledge, skills, beliefs, and concepts that significantly influence what they notice about the Read more
Students learn less when they use ineffective learning strategies. College students vary in their knowledge of effective learning strategies, and often use ineffective strategies such as rereading, highlighting, underlining, cramming and rote memorization (Blasiman, Dunlosky, & Rawson, 2017). Assessment can Read more