Reinventing Flashcards to Increase Student Learning

Autor/inn/en	Senzaki, Sawa; Hackathorn, Jana; Appleby, Drew C.; Gurung, Regan A. R.
Titel	Reinventing Flashcards to Increase Student Learning
Quelle	In: Psychology Learning and Teaching, 16 (2017) 3, S.353-368 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725717719771
Schlagwörter	Instructional Materials; Visual Aids; Memory; Comprehension; Scores; Comparative Analysis; Experimental Groups; Control Groups; Study Skills; Quasiexperimental Design; Hypothesis Testing; Undergraduate Students; Multiple Choice Tests; Student Surveys; Grade Point Average; Statistical Analysis; Drills (Practice); Program Effectiveness + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Gedächtnis; Verstehen; Verständnis; Studientechnik; Hypothesenprüfung; Hypothesentest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülerbefragung; Statistische Analyse
Abstract	Two studies examined the effectiveness of a flashcard-based study strategy, "Flashcards-Plus," in an ecologically valid context. The strategy requires students to create flashcards designed to increase their ability to retain, comprehend, and apply textbook material to exams. In Studies 1a (n = 73) and 1b (n = 62), we introduced all students to the "Flashcards-Plus" method and compared their exam scores. Students who used this strategy scored significantly higher than those who did not. In Study 2 (n = 434), we randomly assigned six introductory psychology courses to either receive a classroom lecture with the "Flashcards-Plus" strategy (i.e., three experimental courses) or no lecture (i.e., three control courses). Students in the experimental courses scored significantly higher than those in the control courses after the lecture. The results from all three studies demonstrate that students who were introduced to the "Flashcards-Plus" study strategy scored significantly higher on exams following the lecture than students who were not. These findings suggest that this easily implemented teaching strategy can help students achieve deeper levels of processing (i.e., comprehension and application) in a self-directed manner, which benefit students' performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01