Literaturnachweis - Detailanzeige
| Autor/in | Clinton, Virginia |
|---|---|
| Titel | Reflections versus Extended Quizzes: Which Is Better for Student Learning and Self-Regulation? |
| Quelle | In: Journal of the Scholarship of Teaching and Learning, 18 (2018) 1, S.1-10 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1527-9316 |
| Schlagwörter | Reflection; Quasiexperimental Design; Tests; Academic Achievement; Test Format; Comparative Analysis; Introductory Courses; Psychology; Teaching Methods; College Students; Self Control; Learning Strategies; Questionnaires; Motivated Strategies for Learning Questionnaire |
| Abstract | Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students enrolled in two different courses, one in which students engaged in weekly brief quizzes and reflections and a second in which students engaged in longer quizzes. Results indicated that the two conditions were similar in effectiveness in terms of learning and self-reports of self-regulation. (As Provided). |
| Anmerkungen | Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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