scholarly journals PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback

2021 ◽  
Vol 20 (1) ◽  
pp. 1-20
Author(s):  
Veit Kubik ◽  
Robert Gaschler ◽  
Hannah Hausman
Keyword(s):  
Testing Effect ◽  
Retrieval Practice ◽  
Educational Practice ◽  
Study Strategies ◽  
Digital Learning ◽  
Special Issue ◽  
Practice Test ◽  
Learning And Teaching ◽  
Digital Learning Environments ◽  
Current Special Issue

Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics ( Bertilsson et al., 2021 ) as well as the timing of the practice test and sleep ( Kroneisen & Kuepper-Tetzel, 2021 ). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback ( Enders et al., 2021 ; Pieper et al., 2021 ) and positively or negatively valenced feedback ( Jones et al., 2021 ). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems ( Giebl et al., 2021 ), whether review quizzes should be required and contribute to students’ final grades ( den Boer et al., 2021 ), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice ( Endres et al., 2021 ). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.

scholarly journals Special Issue Editorial - Technology-enhanced academic language support (TALS)

2019 ◽  
Vol 16 (4) ◽  
pp. 2-3
Author(s):  
John Smith ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Language ◽  
University Teaching ◽  
Digital Learning ◽  
Special Issue ◽  
Language Abilities ◽  
Learning And Teaching ◽  
Language Support ◽  
Self Help ◽  
Australian Universities

Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.

scholarly journals Digital Learning Environments: New Possibilities and Opportunities

2000 ◽  
Vol 1 (1) ◽  
Author(s):  
Otto Peters
Keyword(s):  
Learning Environment ◽  
Point Of View ◽  
Higher Learning ◽  
Digital Learning ◽  
Learning And Teaching ◽  
Digital Learning Environment ◽  
Information And Communication ◽  
Educational Paradigm ◽  
Digital Learning Environments ◽  
The Impact

<P class=abstract>This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages. </P>

Reflections on the Resurgence of Interest in the Testing Effect

2018 ◽  
Vol 13 (2) ◽  
pp. 236-241 ◽  
Author(s):  
Henry L. Roediger ◽  
Jeffrey D. Karpicke
Keyword(s):  
Synergistic Effect ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Historical Review ◽  
Educational Practice ◽  
Practice Effect ◽  
Metacognitive Awareness ◽  
Companion Article ◽  
Psychological Science ◽  
New Finding

We discuss the findings from our 2006 article in Psychological Science on the testing effect and describe how the project arose. The testing effect (or retrieval-practice effect) was first reported in the experimental literature about a century before our article was published, and the effect had been replicated (and sometimes discovered anew) many times over the years. Our experiments used prose materials (unlike most prior research) and produced a more powerful effect than prior research even though we used a conservative control condition for comparison. In our discussion, we drew out possible implications for educational practice. We also reported that students in the experiment could not predict the effect; this lack of metacognitive awareness represented a new finding in this context. In a companion article the same year, we provided an historical review of the testing effect. We believe the synergistic effect of the two articles accounts in part for the resurgence in interest in this phenomenon and its application in educational settings.

Self-Regulated Learning

2016 ◽  
Author(s):  
Nate Kornell ◽  
Bridgid Finn
Keyword(s):  
Large Scale ◽  
Study Strategies ◽  
Future Research ◽  
Small Scale ◽  
Digital Learning ◽  
Self Regulated Learning ◽  
Metacognitive Judgments ◽  
Digital Learning Environments ◽  
Practical Recommendations

Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test oneself, or reread. It then discusses key areas for future research, with an emphasis on student-centric research and research in digital learning environments. It offers practical recommendations for studiers about how to avoid overconfidence and procrastination and how to choose study strategies that increase short-term difficulty and long term success.

scholarly journals Oral and Maxillo-Facial Manifestations of Systemic Diseases: An Overview

Medicina ◽  
2021 ◽  
Vol 57 (3) ◽  
pp. 271
Author(s):  
Saverio Capodiferro ◽  
Luisa Limongelli ◽  
Gianfranco Favia
Keyword(s):  
Early Diagnosis ◽  
Oral Cavity ◽  
Head And Neck ◽  
Clinical Outcomes ◽  
Systemic Disease ◽  
Clinical Manifestations ◽  
Systemic Diseases ◽  
Special Issue ◽  
Hard Tissues ◽  
Current Special Issue

Many systemic (infective, genetic, autoimmune, neoplastic) diseases may involve the oral cavity and, more generally, the soft and hard tissues of the head and neck as primary or secondary localization. Primary onset in the oral cavity of both pediatric and adult diseases usually represents a true challenge for clinicians; their precocious detection is often difficult and requires a wide knowledge but surely results in the early diagnosis and therapy onset with an overall better prognosis and clinical outcomes. In the current paper, as for the topic of the current Special Issue, the authors present an overview on the most frequent clinical manifestations at the oral and maxillo-facial district of systemic disease.

scholarly journals Special Issue: “Advances in Structural Mechanics Modeled with FEM”

Materials ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 780
Author(s):  
Angelo Marcello Tarantino ◽  
Carmelo Majorana ◽  
Raimondo Luciano ◽  
Michele Bacciocchi
Keyword(s):  
Finite Element Method ◽  
Finite Element ◽  
Structural Mechanics ◽  
The Finite Element Method ◽  
Special Issue ◽  
Numerical Investigations ◽  
Current Special Issue ◽  
Element Method

The current Special Issue entitled “Advances in Structural Mechanics Modeled with FEM” aims to collect several numerical investigations and analyses focused on the use of the Finite Element Method (FEM) [...]

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