Studies with Practical Implications
When it comes to making decisions about what happens in courses, students don’t have much say. Teachers decide what students learn, how they’ll learn it, when they’ll learn it, and finally, whether they have learned ...
The research is clear: students can learn from and with each other in groups. But that learning is not the automatic, inevitable outcome of small group interactions. Dysfunctional group dynamics, such as free riding, leadership ...
Most faculty don’t respond enthusiastically to the idea of students doing exam or quiz work together in groups. Nonetheless, the approach is widely used, and the research continues to show significant benefits. Innovative design features ...
Most students arrive in our classrooms without particularly strong study skills. They procrastinate and overestimate what they know or can cram into their heads before the exam. If they read, they spend lots of time ...
This research was motivated by the persistent belief that use of active learning approaches engenders student resistance. Despite the well-documented benefits of active learning, students don’t always endorse these approaches with enthusiasm and that makes ...
Concern about how students study is widespread. Considerable research has shown that students don’t make use of strategies known to enhance exam performance, long-term retention, and other key learning indicators. The answer has been to ...
In many courses, students struggle to master the technical language of the discipline. The meaning of new terms is usually not obvious or intuitive. Moreover, the words describe concepts and processes that are also unfamiliar ...
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