Can a Brief, Digital Skill Training Intervention Help Undergraduates "Learn to Learn" and Improve Their STEM Achievement?

Autor/inn/en	Bernacki, Matthew L.; Vosicka, Lucie; Utz, Jenifer C.
Titel	Can a Brief, Digital Skill Training Intervention Help Undergraduates "Learn to Learn" and Improve Their STEM Achievement?
Quelle	In: Journal of Educational Psychology, 112 (2020) 4, S.765-781 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernacki, Matthew L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000405
Schlagwörter	Undergraduate Students; Science Achievement; STEM Education; Skill Development; Program Length; Learning Strategies; Self Management; College Science; Training Methods; Online Courses; Program Effectiveness; Learning Modules; Metacognition; Prior Learning; Student Behavior; Study Skills; Science Careers; Biological Sciences + Suchen Sie Ihr Suchwort? STEM; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Didaktik; Trainingsmaßnahme; Online course; Online-Kurs; Learning module; Lernmodul; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorkenntnisse; Student behaviour; Schülerverhalten; Studientechnik; Abwasserbiologie
Abstract	Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits. Many training programs exist to develop students' learning skills and they typically achieve small to medium effects on behaviors and performance. However, these programs require large investments of students' and instructors' time and effort, which limits their applicability to large lecture course formats commonly employed in early undergraduate STEM coursework. This study examined whether brief, digital training modules designed to help students apply learning strategies and self-regulated learning principles effectively in their STEM courses can impact students' behaviors and performance in a large biology lecture course. Results indicate that a 2-hr "Science of Learning to Learn" training had significant effects on students' use of resources for planning, monitoring, and strategy use, and improved scores on quizzes and exams. These findings indicate that a brief, self-guided, online training can increase desirable learning behaviors and improve STEM performance with minimal cost to learners or instructors. Implications for future design of interventions and their provision to students in need of support are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01