The Benefits of Successive Relearning on Multiple Learning Outcomes

Autor/inn/en	Higham, Philip A.; Zengel, Bettina; Bartlett, Laura K.; Hadwin, Julie A.
Titel	The Benefits of Successive Relearning on Multiple Learning Outcomes
Quelle	In: Journal of Educational Psychology, 114 (2022) 5, S.928-944 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higham, Philip A.) ORCID (Zengel, Bettina) ORCID (Bartlett, Laura K.) ORCID (Hadwin, Julie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000693
Schlagwörter	Learning Processes; Feedback (Response); Retention (Psychology); Study Habits; Metacognition; Mastery Learning; Attention Control; Anxiety; Individual Differences; College Students; Information Retrieval; Learning Experience + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Merkfähigkeit; Study behavior; Study behaviour; Studienverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Angst; Individueller Unterschied; Collegestudent; Lernerfahrung
Abstract	Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via e-mail to engage in three learning practice sessions, each separated by 2 days. Half the students engaged in successive relearning ("relearn" condition), answering 20 fill-in-the-blank questions with corrective feedback. Within each session, correctly answered questions were dropped, whereas incorrectly answered questions were presented up to two more times. The other half of students restudied the same 20 sentences without blanks twice per session ("restudy" condition). Unlike previous research, we controlled the exposure duration of the learning materials between the relearn and restudy conditions. Learning practice sessions continued throughout the remaining 10 weeks of the semester, with students alternating each week between the relearning and restudying tasks. Recall of course material at the end of the semester was better for relearning compared with restudying. Increased recall during relearning sessions was associated with further learning benefits including improved metacognition, increased self-reported sense of mastery, increased attentional control, and reduced anxiety. Individual differences were not associated with the benefit of relearning over restudying in the retention tests. Qualitative feedback indicated that students found successive relearning to be enjoyable and valuable. Our research indicates that successive relearning is a valuable addition to any university course and is easy to implement using digital resources. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01