Abstract
The answer to improving student learning cannot be to simply spend more time studying (more time in school, more homework, more after-school programs, more summer school, etc.). Decades of cognitive psychology research have shown that classroom instructional time and student self-regulated learning time could be used more efficiently if they incorporate spaced and interleaved retrieval practice. But it is not always easy to translate research to real-life practice. In this paper, we outline the barriers and potential pitfalls in the implementation of time-saving and memory-enhancing strategies in the classroom. We suggest ways to implement these effective strategies, both in instructional design and in students’ own self-regulated study. In particular, we focus on how instructors can support students, not only by modeling effective learning practices in the classroom, but by focusing on ways to empower learners to transfer these strategies into their own study sessions. Finally, we direct researchers’ and practitioners’ attention to future directions that integrate cognitive, metacognitive, and motivational approaches to enhancing student learning.
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Yan, V.X., Schuetze, B.A. & Rea, S.D. Becoming Better Learners, Becoming Better Teachers: Augmenting Learning via Cognitive and Motivational Theories. Hu Arenas 7, 451–469 (2024). https://doi.org/10.1007/s42087-023-00383-1
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DOI: https://doi.org/10.1007/s42087-023-00383-1