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Scaling Effective Learning Strategies : Retrieval Practice and Long-Term Knowledge Retention in MOOCs. / Davis, Daniel; Kizilcec, René F.; Hauff, Claudia; Houben, Geert-Jan.

In: Journal of Learning Analytics, Vol. 5, No. 3, 2018, p. 21-41.

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Davis, Daniel ; Kizilcec, René F. ; Hauff, Claudia ; Houben, Geert-Jan. / Scaling Effective Learning Strategies : Retrieval Practice and Long-Term Knowledge Retention in MOOCs. In: Journal of Learning Analytics. 2018 ; Vol. 5, No. 3. pp. 21-41.

BibTeX

@article{96fbfd33845f496e902b1b86b338e5e5,
title = "Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs",
abstract = "Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of learning strategies in an informal learning context with a diverse learner population. Here, we evaluate the extent to which retrieval practice — recognized as one of the most effective learning strategies — facilitates long-term knowledge retention (and thus learning outcomes) among MOOC learners using an instructional intervention. We observed no effect on learning outcomes and high levels of treatment non-compliance. In addition, we conducted a series of exploratory studies into long-term recall of knowledge acquired in MOOCs. Surprisingly, both passing and non-passing learners scored similarly on a knowledge post-test, retaining approximately two-thirds of what they learned over the long term.",
keywords = "Retrieval practice, testing effect, experiment, knowledge retention, learning outcomes",
author = "Daniel Davis and Kizilcec, {Ren{\'e} F.} and Claudia Hauff and Geert-Jan Houben",
year = "2018",
doi = "10.18608/jla.2018.53.3",
language = "English",
volume = "5",
pages = "21--41",
journal = "Journal of Learning Analytics",
issn = "1929-7750 ",
publisher = "University of Technology Sydney",
number = "3",

}

RIS

TY - JOUR

T1 - Scaling Effective Learning Strategies

T2 - Retrieval Practice and Long-Term Knowledge Retention in MOOCs

AU - Davis, Daniel

AU - Kizilcec, René F.

AU - Hauff, Claudia

AU - Houben, Geert-Jan

PY - 2018

Y1 - 2018

N2 - Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of learning strategies in an informal learning context with a diverse learner population. Here, we evaluate the extent to which retrieval practice — recognized as one of the most effective learning strategies — facilitates long-term knowledge retention (and thus learning outcomes) among MOOC learners using an instructional intervention. We observed no effect on learning outcomes and high levels of treatment non-compliance. In addition, we conducted a series of exploratory studies into long-term recall of knowledge acquired in MOOCs. Surprisingly, both passing and non-passing learners scored similarly on a knowledge post-test, retaining approximately two-thirds of what they learned over the long term.

AB - Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of learning strategies in an informal learning context with a diverse learner population. Here, we evaluate the extent to which retrieval practice — recognized as one of the most effective learning strategies — facilitates long-term knowledge retention (and thus learning outcomes) among MOOC learners using an instructional intervention. We observed no effect on learning outcomes and high levels of treatment non-compliance. In addition, we conducted a series of exploratory studies into long-term recall of knowledge acquired in MOOCs. Surprisingly, both passing and non-passing learners scored similarly on a knowledge post-test, retaining approximately two-thirds of what they learned over the long term.

KW - Retrieval practice

KW - testing effect

KW - experiment

KW - knowledge retention

KW - learning outcomes

U2 - 10.18608/jla.2018.53.3

DO - 10.18608/jla.2018.53.3

M3 - Article

VL - 5

SP - 21

EP - 41

JO - Journal of Learning Analytics

JF - Journal of Learning Analytics

SN - 1929-7750

IS - 3

ER -

ID: 46721928