Commentary on 'Distributed Revisiting: An Analytic for Retention of Coherent Science Learning'
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| Title: | Commentary on 'Distributed Revisiting: An Analytic for Retention of Coherent Science Learning' |
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| Language: | English |
| Authors: | Hewitt, Jim |
| Source: | Journal of Learning Analytics. 2015 2(2):102-106. |
| Availability: | Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/ |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Opinion Papers Reports - Descriptive |
| Descriptors: | Retention (Psychology), Science Education, Educational Research, Data Collection, Data Analysis, Learning Theories, Pretests Posttests, Electronic Learning, Online Courses, Educational Environment |
| ISSN: | 1929-7750 |
| Abstract: | The article, "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning" is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several problems: (1) differences between the context of the research and the context of the studies that yielded the underlying theory; and (2) the challenge of constructing metrics that make accurate inferences about psychological or group processes. These problems are discussed in relation to Svihla, Wester, and Linn's paper. [For "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning," see EJ1126952.] |
| Abstractor: | As Provided |
| Number of References: | 4 |
| Entry Date: | 2017 |
| Accession Number: | EJ1126978 |
| Database: | ERIC |
| Abstract: | The article, "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning" is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several problems: (1) differences between the context of the research and the context of the studies that yielded the underlying theory; and (2) the challenge of constructing metrics that make accurate inferences about psychological or group processes. These problems are discussed in relation to Svihla, Wester, and Linn's paper. [For "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning," see EJ1126952.] |
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| ISSN: | 1929-7750 |
