The applicability of Visible Learning to higher education.

By John A. C. Hattie. 2015

544 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/660a8c4b3d2d94ce233f9a7a61902523800c445e

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In Education

Citations in the corpus

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, background): “A comprehensive synthesis of more than 1200 meta-analyses investigating variables related to student achievement found a very similar effect size (d = 0.73) for the association of feedback with achievement (Hattie 2015).”
Learning strategies: a synthesis and conceptual model (2016, background): “First, there are the meta-analyses among the 1,200 meta-analyses in Visible Learning that relate to strategies for learning.(36,49,50) Second, there is the meta-analysis conducted by Lavery(51) on 223 effect-sizes derived from 31 studies relating to self-regulated learning interventions.”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “These strategies should always be focussed on developing mathematically powerful classrooms (Hattie, 2015; Schoenfeld, 2014).”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “Regarding the analysis of various forms of university course delivery, Hattie (2015) points out that of greater importance are how teachers – irrespective of the method of delivery – make their success criteria clear and offer challenge and feedback, coupled with the quality of the interaction…”
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, background): “In his massive synthesis of meta-analyses on teaching and learning strategies, Hattie (2009, 2011, 2015) found that promotion of metacognitive and self-regulatory strategies stimulating active learning is an important factor for academic performance.”