Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer

By Diane F. Halpern, M. Hakel. 2003

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How Fast Do Students Forget What They Learn in Consumer Behavior? A Longitudinal Study (2006, background): “Repeated exposures lead to greater learning (Halpern & Hakel, 2003), and when those exposures are spread over time they appear to be even more effective.”
Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education (2010, background): “Halpern and Hakel (2003) in their discussion of learning in university and beyond stress the importance of transfer in education and the need to teach students in a way that they will be prepared for unpredictable life tests in the future, outside of the classroom contexts, rather than just classroo”
Overcoming Faculty Avoidance of Online Education (2015, background): “A pattern of faculty resistance to change has been identified previously and particular cognitive biases (e.g., endowment effect and loss aversion) have been identified as possible causes for the resistance (Halpern & Hakel, 2003; Tagg, 2012).”
Active Teaching and Learning Methodologies: Some Considerations (2015, neutral): “…strategies because there is natural tendency, especially among secondary and higher education teachers, ‘to teach the same way they have been taught’, and to restrict their teaching environment to traditional methods based on information transfer (Halpern & Hakel, 2003: p. 37; Mazur, 2009: p. 50).”