Coaching to Learn: Motivating Students to Adopt and Adapt Effective Learning Strategies.
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| Title: | Coaching to Learn: Motivating Students to Adopt and Adapt Effective Learning Strategies. |
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| Authors: | Usdansky, Margaret L.1, McDaniel, Mark A.2, Razza, Rachel1, Lopoo, Leonard M.3, Tillotson, John W.4, Granato, Rich5 |
| Source: | Learning Assistance Review (TLAR). Spring2024, Vol. 28 Issue 3, p223-255. 33p. |
| Subject Terms: | *Learning strategies, *Peer teaching, *Scholarships, *Team learning approach in education, *Educational psychology, *School children, *Coaching (Athletics) |
| Abstract: | This article discusses the challenges of motivating college students to adopt effective learning strategies based on cognitive science. It presents a peer-to-peer intervention program that can be tailored to local institutional needs, aiming to equip students with cognitive strategies to improve academic performance. The article emphasizes the importance of addressing barriers to students' adoption of effective learning strategies, such as lack of knowledge and inaccurate beliefs. It describes the Knowledge Plus intervention, a four-week program embedded in a Calculus 1 course, which includes coaching sessions and supported study sessions. The article also mentions the Coaching to Learn project, which aims to improve learning strategies in a Calculus 1 course through coaching and small-group study sessions. A randomized trial showed that students in the Coaching to Learn group had higher final exam scores. The document is a list of references cited in a research article exploring the effectiveness of different interventions in improving students' learning and academic performance. [Extracted from the article] |
| Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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