Active Processing via Write-to-Learn Assignments: Learning and Retention Benefits in Introductory Psychology

Autor/inn/en	Gingerich, Karla J.; Bugg, Julie M.; Doe, Sue R.; Rowland, Christopher A.; Richards, Tracy L.; Tompkins, Sara Anne; McDaniel, Mark A.
Titel	Active Processing via Write-to-Learn Assignments: Learning and Retention Benefits in Introductory Psychology
Quelle	In: Teaching of Psychology, 41 (2014) 4, S.303-308 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314549701
Schlagwörter	Psychology; Introductory Courses; Writing Assignments; Learning; Retention (Psychology); Class Activities; Instructional Effectiveness; Active Learning; College Students + Suchen Sie Ihr Suchwort? Psychologie; Einführungskurs; Lernen; Merkfähigkeit; Unterrichtserfolg; Aktives Lernen; Collegestudent
Abstract	This study evaluated brief, in-class write-to-learn assignments as a tool for promoting learning and retention in large, introductory psychology courses. A within-subjects (student) design was used with assignment of concepts to write-to-learn and copy (control) conditions counterbalanced across sections for each instructor. Students performed better on exam questions that pertained to concepts they actively wrote about than those that pertained to conceptual information they copied from an instructor's slide. On a retention test taken approximately 8.5 weeks after the course, students continued to perform better on write-to-learn concepts than on copied concepts. The findings suggest that write-to-learn assignments facilitate active processing of lecture material, which produces modest benefits for learning and retention of key, conceptual knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10