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Recent Research on Human Learning Challenges Conventional Instructional Strategies

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Title: Recent Research on Human Learning Challenges Conventional Instructional Strategies
Language: English
Authors: Rohrer, Doug, Pashler, Harold
Source: Educational Researcher. Jun 2010 39(5):406-412.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2010
Contract Number: R305B070537
Document Type: Journal Articles
Reports - Evaluative
Education Level: Middle Schools
Descriptors: Educational Strategies, Intervals, Educational Technology, Teaching Methods, Testing, Evaluation Methods, Learning Processes, Memory, Learning Strategies, Middle Schools, Educational Research
DOI: 10.3102/0013189X10374770
ISSN: 0013-189X
Abstract: There has been a recent upsurge of interest in exploring how choices of methods and timing of instruction affect the rate and persistence of learning. The authors review three lines of experimentation--all conducted using educationally relevant materials and time intervals--that call into question important aspects of common instructional practices. First, research reveals that testing, although typically used merely as an assessment device, directly potentiates learning and does so more effectively than other modes of study. Second, recent analysis of the temporal dynamics of learning show that learning is most durable when study time is distributed over much greater periods of time than is customary in educational settings. Third, the interleaving of different types of practice problems (which is quite rare in math and science texts) markedly improves learning. The authors conclude by discussing the frequently observed dissociation between people's perceptions of which learning procedures are most effective and which procedures actually promote durable learning. (Contains 4 figures.)
Abstractor: As Provided
Number of References: 57
IES Funded: Yes
EIS Cited: ED544189
Entry Date: 2010
Accession Number: EJ888987
Database: ERIC
FullText Text:
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  Data: Recent Research on Human Learning Challenges Conventional Instructional Strategies
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.3102/0013189X10374770
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  Data: There has been a recent upsurge of interest in exploring how choices of methods and timing of instruction affect the rate and persistence of learning. The authors review three lines of experimentation--all conducted using educationally relevant materials and time intervals--that call into question important aspects of common instructional practices. First, research reveals that testing, although typically used merely as an assessment device, directly potentiates learning and does so more effectively than other modes of study. Second, recent analysis of the temporal dynamics of learning show that learning is most durable when study time is distributed over much greater periods of time than is customary in educational settings. Third, the interleaving of different types of practice problems (which is quite rare in math and science texts) markedly improves learning. The authors conclude by discussing the frequently observed dissociation between people's perceptions of which learning procedures are most effective and which procedures actually promote durable learning. (Contains 4 figures.)
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