Examining personalized feedback as a tool to teach learning strategies
Abstract/Contents
- Abstract
- How do we teach learners to use effective cognitive strategies for learning? We tested the efficacy of two instructional methods: (1) providing learners with personalized feedback on strategy effectiveness, and (2) scaffolding learners' strategy use. In a series of online experiments with adults in the United States, we tested whether these instructional methods were effective in teaching a proven memorization strategy. We observe the impact of these instructional methods on learners' beliefs about the target strategy's effectiveness relative to a common lure, learners' choice to enact the strategy, and their resulting performance on a memory quiz. One contribution of this research is a methodological one: we demonstrate the technological affordances of an online learning environment for dynamic delivery of strategy instruction and process-based measurement of strategy choice. In addition, this research sheds light on potential instructional approaches to help learners trust and adopt effective learning strategies, and could have implications for teaching people to choose normatively desirable behaviors more broadly.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2020; ©2020 |
| Publication date | 2020; 2020 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Cheng, Katherine Mun-Hao |
|---|---|
| Degree supervisor | Schwartz, Daniel L |
| Thesis advisor | Schwartz, Daniel L |
| Thesis advisor | Landay, James A, 1967- |
| Thesis advisor | Wieman, C. E. (Carl Edwin) |
| Degree committee member | Landay, James A, 1967- |
| Degree committee member | Wieman, C. E. (Carl Edwin) |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Katherine Cheng. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2020. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2020 by Katherine Mun-Hao Cheng
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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