The Effects of Expecting to Teach Learned Information on Students' Self-Regulated LearningShow full item record
|Title||The Effects of Expecting to Teach Learned Information on Students' Self-Regulated Learning|
|Abstract||Much of students? learning happens outside of the classroom when they make decisions regarding what and how long to study. These decisions are part of self-regulated learning. Research on self-regulated learning has not yet examined how different evaluation expectations affect students? study decisions. As such, my primary goal was to investigate the impact of expecting to teach versus expecting a test on students? study decisions and actual learning. To do this, I measured changes in self-regulated learning decisions by recording self-paced study latency. Students were randomly assigned to receive instructions that they would take a test on the material or teach the material to someone. Both groups studied a short physics lesson then took a test on the material. Neither group actually taught the material. I found that students who were expected to teach material, compared to students who expected to take a test, studied for twice as long and performed better on the direct recall portion of a final test.|
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Spencer, Ashly ([Fort Worth, Tex.] : Texas Christian University,, 2013)This research is a case study of the faculty and student experiences using learning management systems, specifically focusing on the use of Schoology. The study will reveal ways in which faculty used learning management ...