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Hodges, Russ; Payne, Emily Miller; Morgan, Keylan; Johnston-Ashton, Karen; Leblanc, Rene' – Journal of College Reading and Learning, 2019
Learning frameworks courses represent a recent manifestation of higher education's effort to support undergraduate students' learning success. These courses offer students the theoretical underpinnings of human learning and the application of learning strategies. This qualitative investigation at a 4-year university in the southwestern United…
Descriptors: Undergraduate Students, Success, Learning Strategies, Courses
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Havens, Peter Sebastian; Williams, Melanie Stallings – Journal of College Reading and Learning, 2019
While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and…
Descriptors: College Freshmen, Peer Teaching, Learning Strategies, Humanities
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Bratt, Kirstin Ruth; Sundheim, Nancy Kay; Pound, Kate S.; Rogers, Michael Edward – Journal of College Reading and Learning, 2017
This research documents educator responses while learning and implementing a new pedagogy. In our analysis of our own written reflections, we found the ten LASSI scales, normally used to look at student learning, became, for us, themes that emerged from faculty learning as well. The value of peer support for learning, and the balance of skill,…
Descriptors: Academic Achievement, Learning Processes, STEM Education, Faculty Development
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Hoops, Leah D.; Yu, Shirley L.; Burridge, Andrea Backscheider; Wolters, Christopher A. – Journal of College Reading and Learning, 2015
Both community colleges and four-year institutions offer Student Success Courses (SSCs) to promote student engagement (self-regulated learning, SRL) and performance (grades, retention, and graduation). However, little work has been done to examine the holistic impact of SSC interventions or to determine which aspects of course curriculum most…
Descriptors: Program Effectiveness, Undergraduate Students, Grades (Scholastic), Academic Persistence
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Dill, Anna L.; Justice, Cheryl A.; Minchew, Sue S.; Moran, Laura M.; Wang, Chih-hsuan; Weed, Candace B. – Journal of College Reading and Learning, 2014
The Learning Center (TLC) at Mississippi State University (MSU) is an academic support unit designed to help students improve their academic performance. One of the programs offered by TLC is the Learning Skills Support Program (LSSP), which is designed for academically suspended students. The Center has traditionally used the Learning and Study…
Descriptors: Learning Strategies, Measures (Individuals), Study Habits, Academic Achievement
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Hohmann, Julie W.; Grillo, Michael C. – Journal of College Reading and Learning, 2014
The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to…
Descriptors: Critical Thinking, Scoring Rubrics, Academic Achievement, Learning Strategies
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Gier, Vicki; Kreiner, David; Hudnell, Jason; Montoya, Jodi; Herring, Daniel – Journal of College Reading and Learning, 2011
The purpose of the present experiment was to determine whether using an active learning technique, electronic highlighting, can eliminate the negative effects of pre-existing, poor highlighting on reading comprehension. Participants read passages containing no highlighting, appropriate highlighting, or inappropriate highlighting. We hypothesized…
Descriptors: Reading Comprehension, Educational Technology, Active Learning, Teaching Methods
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Kenner, Cari; Weinerman, Jason – Journal of College Reading and Learning, 2011
Adult learners that enter today's higher education community bring learning styles and life experiences that may either be critical foundations for future success or deeply entrenched beliefs that hinder learning in the academic environment. As adult learners enroll in their entry level courses, college instructors will need to realize that these…
Descriptors: Learning Theories, Adult Education, Adult Learning, Adult Students
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Burchard, Melinda S.; Swerdzewski, Peter – Journal of College Reading and Learning, 2009
The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…
Descriptors: Learning Theories, Learning Strategies, Pretests Posttests, Program Effectiveness
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Van Blerkom, Dianna L.; Van Blerkom, Malcolm L.; Bertsch, Sharon – Journal of College Reading and Learning, 2006
One hundred nine college students participated in an experiment that involved reading a passage and responding to a 20-item multiple choice test. The students were randomly assigned to one of four groups. The four conditions involved reading and copying, reading and highlighting, reading and taking notes, and reading and generating questions.…
Descriptors: College Freshmen, Educational Experiments, Multiple Choice Tests, Learning Strategies
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Petersen, Rebecca; Lavelle, Ellen; Guarino, A. J. – Journal of College Reading and Learning, 2006
Working from a cognitive perspective, a range of studies have supported the relationship between study strategies and academic performance of college students (e.g., Peverly, Brobst, Graham, & Shaw, 2003). In particular, self-regulatory processes comprised of learner-directed activities geared toward promoting academic achievement have been…
Descriptors: College Students, Learning Strategies, Academic Achievement, Self Management
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Nist, Sherrie L.; Holschuh, Jodi Patrick – Journal of College Reading and Learning, 2005
Theories of epistemological beliefs focus on individuals' perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning. Research stemming from these theories offers varied explanations as to how beliefs relate to student learning and academic…
Descriptors: Epistemology, Beliefs, Cognitive Processes, Learning Strategies
Jakubowski, Terrance G.; Dembo, Myron H. – Journal of College Reading and Learning, 2004
The purpose of this study was to examine the relationship between academic self-regulation, self-efficacy, and two student self-belief systems, identity style and stage of change, for 210 college students enrolled at a private research university. High scores on the informational identity, contemplation stage, and action stage subscales and low…
Descriptors: Research Universities, Undergraduate Students, Self Efficacy, Self Management
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Van Blerkom, Malcolm L.; Van Blerkom, Dianna L. – Journal of College Reading and Learning, 2004
This study examined self-monitoring strategies used by both developmental and non-developmental college students. Students were asked to describe how they know when they have completed a reading assignment, have studied enough for a quiz, and have studied enough for an examination. It was anticipated that at the beginning of the semester, the…
Descriptors: Reading Assignments, College Students, Developmental Programs, Learning Strategies
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Ryan, Michael P.; Glenn, Patricia A. – Journal of College Reading and Learning, 2004
This paper presents an analysis of two common seminar formats: those based on learning- strategies interventions and those based on academic socialization interventions. The results of a natural experiment allowed a comparison of the retention impact of a strategy-based seminar and a socialization-focused seminar. For both more and less…
Descriptors: Seminars, Socialization, Learning Strategies, Class Rank
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