Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?
By Matthew L. Bernacki, Lucie Vosicka, Jenifer C. Utz. 2020
88 citations recorded by the source corpus.
Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits. Many training programs exist to develop students’ learning skills and they typically achieve small to medium effects on behaviors and performance. However, these programs require large investments of students’ and instructors’ time and effort, which limits their applicability to large lecture course formats commonly employed in early undergraduate STEM coursework. This study examined whether brief, digital training modules designed to help students apply learning strategies and self-regulated learning principles effectively in their STEM courses can impact students’ behaviors and performance in a large biology lecture course. Results indicate that a 2-hr Science of Learning to Learn training had significant effects on students’ use of resources for planning, monitoring, and strategy use, and improved scores on quizzes and exams. These findings indicate that a brief, self-guided, online training can increase desirable learning behaviors and improve STEM performance with minimal cost to learners or instructors. Implications for future design of interventions and their provision to students in need of support are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/28b30c06397c6b9d4f967e0f2535c33123075207
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
Citations in the corpus
- A systematic review on trends in using Moodle for teaching and learning (2022, background): “…motivation, collaboration (Araya & Collanqui, 2021; Campbell et al., 2020; Hwang, 2020; Jones et al., 2021), performance, retention, and critical thinking (Alkholy et al., 2015; Ardianti et al., 2020; Bernacki et al., 2020; Cadaret & Yates, 2018; Hempel et al., 2020; Oguguo et al., 2021).”
- Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “Some initial evidence suggests the answer to this question is “yes” (e.g., Bernacki et al. 2020; Einstein et al. 2012; Hotta et al. 2014; Lineweaver et al. 2019; Luo 2019; McCabe 2011; Rodriguez et al. 2018).”