在讲座中的小题提升了大学和社区学院学生的在线学习
Jason C K Chan1, Dahwi Ahn2, Karl K Szpunar3
1Iowa State University, Ames, IA, USA. ckchan@iastate.edu.
Communications psychology
|April 2, 2025
概括
检索实践可以促进大学生在线学习. 令人惊的是,TikTok的分心功能与复习相结合,提高了学习效果,可能缩小了黑人学生的成绩差距.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 高等教育研究 高等教育研究
背景情况:
- 在线学习在高等教育中至关重要,尤其是社区大学的学生.
- 实验研究往往低估了社区大学的学生.
- 了解有效的在线学习策略对于各种学生群体至关重要.
研究的目的:
- 严格测试在线学习中插入检索实践的有效性.
- 检查屏幕分心 (meme,TikTok) 对学习的调节作用.
- 探索恢复实践的潜力,以减少教育差距.
主要方法:
- 一项涉及703名大学和社区学院学生在线讲座的研究.
- 插入活动的操纵:回顾幻灯片与短小题问题.
- 操纵屏幕上的分心:控制,模因和TikTok视频.
主要成果:
- 互插检索实践显著增强了两组学生的在线学习.
- 屏幕上的分心缓解了检索练习的好处.
- 具有刺意味的是,TikTok视频在审查条件下增强了学习,匹配了测试表现.
- 通过参与式学习来调解学习的改进.
- 初步证据表明,检索实践可能会减少黑人学生的成绩差距.
结论:
- 互插检索实践是提高不同学生群体在线学习的有效策略.
- 检索实践的影响受到屏幕分心的性质的影响.
- 在某些情况下,TikTok出乎意料地起到了有益的分心作用.
- 参与式学习是基础检索实践效益的关键机制.
- 检索实践在缓解教育不平等方面显示出有希望.
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