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Petrovic-Dzerdz, Maristela – International Review of Research in Open and Distributed Learning, 2019
Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book,…
Descriptors: Retention (Psychology), Learning Strategies, Game Based Learning, Multiple Choice Tests
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Cooke, James E.; Weir, Laura; Clarkston, Bridgette – CBE - Life Sciences Education, 2019
Multistage collaborative exams are implemented to enhance learning and retention of course material. However, the effects of multistage collaborative exams on retention of course content are varied. These discrepancies may be due to a number of factors. To date, studies examining collaborative exams and content retention have used questions that…
Descriptors: Retention (Psychology), Test Format, Responses, Student Evaluation
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Pronk, Marieke; Lissenberg-Witte, Birgit I.; van der Aa, Hilde P. A.; Comijs, Hannie C.; Smits, Cas; Lemke, Ulrike; Zekveld, Adriana A.; Kramer, Sophia E. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Various directional hypotheses for the observed links between aging, hearing, and cognition have been proposed: (a) cognitive load on perception hypothesis, (b) information degradation hypothesis, (c) sensory deprivation hypothesis, and (d) common cause hypothesis. Supporting evidence for all 4 hypotheses has been reported. No studies…
Descriptors: Longitudinal Studies, Aging (Individuals), Correlation, Schemata (Cognition)
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Sheridan, Robert; Tanaka, Kathryn M.; Hogg, Nicholas – TESL-EJ, 2019
Analysis of the different methods of teaching English has become increasingly important as the subject of global Englishes receives greater attention. In Asia, more educators have been using textbooks that are culturally specific in their design; however, a limited number of studies have been conducted that demonstrate their practical efficacy.…
Descriptors: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction
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Jordano-Kudalis, Leah – English Teaching Forum, 2019
Teach and Trade is a versatile vocabulary-building activity that the author's students love. It is designed to introduce key vocabulary in a learner-centered, engaging way and makes an upcoming unit or text more accessible. Learners become experts in one or two words and become familiar with most target words they subsequently come across. This…
Descriptors: Teaching Methods, Vocabulary Development, Vocabulary Skills, English Language Learners
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Long, Ryan – Journal of the Scholarship of Teaching and Learning, 2019
This paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a study guide. The professor then critiques the…
Descriptors: Student Developed Materials, Test Reviews, Student Evaluation, Study Guides
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Ferguson, Karen; Aitken, Renee – Online Journal of Distance Learning Administration, 2019
Traditionally, online learning has been limited to written lectures, readings, discussions, and assignments with an occasional video presentation or simulation included due to the limitations of technology (Kirkwood & Price, 2013). While this form of learning has served the online environment well, the process does not address individual…
Descriptors: Individualized Instruction, Individual Needs, Electronic Learning, Retention (Psychology)
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Loaiza, Vanessa M.; Halse, Sindre C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Previous work regarding a counterintuitive benefit of increasing distractors on episodic long-term memory (LTM) has suggested that retrieval of memoranda in working memory (WM) after attention has been distracted may confer benefits to episodic LTM. The current study investigated 2 conceptions of how this may occur: either as an attentional…
Descriptors: Short Term Memory, Long Term Memory, Performance Factors, Attention
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Hughes, Charles A.; Lee, Joo-Young – TEACHING Exceptional Children, 2019
Many teachers have experienced the frustration of teaching a concept and seeing students appear to grasp the concept only to discover on a test or in the next unit that they did not retain the information or skill. Although some forgetting occurs for all learners, students with high-incidence disabilities are particularly susceptible to…
Descriptors: Students with Disabilities, Retention (Psychology), Drills (Practice), Scheduling
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Leopold, Claudia; Mayer, Richard E.; Dutke, Stephan – Journal of Educational Psychology, 2019
In 2 experiments, college students read a 4-paragraph text on how the human circulatory system works and were instructed to form a mental image of the events described in each paragraph from the perspective of their own body (first-person perspective group) or from the perspective of a fictitious person facing them (third-person perspective…
Descriptors: Imagination, Visualization, Reader Text Relationship, Science Curriculum
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Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning
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Morano, Stephanie – TEACHING Exceptional Children, 2019
Retrieval practice may be a good fit for the needs of students with learning disability (LD) because it improves academic performance by strengthening memory (Roediger & Butler, 2011). Memory deficits are a central characteristic of LD and are linked to performance in both academic and cognitive areas (Toffalini, Giofrè, & Cornoldi, 2017).…
Descriptors: Recall (Psychology), Retention (Psychology), Transfer of Training, Students with Disabilities
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Rahimi, Merak; Allahyari, Atefeh – SAGE Open, 2019
The present study investigated the impact of multimedia-assisted explicit vocabulary learning strategy (VLS) instruction on foreign language learners' strategy use and vocabulary learning. A total of 40 learners of English as a foreign language participated in the study as the experimental (n = 20) and control groups (n = 20). The participants'…
Descriptors: Multimedia Instruction, Instructional Effectiveness, Vocabulary Development, Learning Strategies
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Harris, Nicolette; Welch Bacon, Cailee E. – Athletic Training Education Journal, 2019
Objective: To systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students. Data Sources: An electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and…
Descriptors: Active Learning, Cognitive Ability, Retention (Psychology), Blended Learning
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Rosen-O'Leary, Robin; Thompson, Eustace G. – Journal for Leadership and Instruction, 2019
The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine…
Descriptors: STEM Education, Art Education, Visual Arts, Retention (Psychology)
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