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• Long-term retention
  ...t knowledge. Long-term retention is one of the three measures of [[robust learning]]. ...st-test performance from delayed as opposed to immediate feedback in motor learning tasks. Their theoretical explanation involves the "guidance hypothesis", t
  4 KB (637 words) - 13:38, 31 May 2007
• Mapping
  The process by which students make attentional connections between corresponding or rel [[Category:Learning Process]]
  582 bytes (82 words) - 19:26, 16 February 2007
• Math Game Elements
  ...omprise a fantasy soccer game, where success in the soccer game depends on learning progress in the factions tutors. ...tutors. We investigate one particular way of integrating game elements and learning content, building a game around an intelligent tutor engine.
  7 KB (1,126 words) - 20:13, 7 January 2010
• McLaren et al - Conceptual Learning in Chemistry
  ==Supporting Conceptual Learning in Chemistry through Collaboration Scripts and Adaptive, Online Support== ...namic adaptation of the [[collaboration scripts]] can further improve that learning.
  33 KB (4,408 words) - 08:34, 21 October 2008
• Mental rotations during vocabulary training
  '''Robust Vocabulary Learning and Sentence Processing in French ...t; several returned for a 5-month retention test and those data are in the process of being analyzed.
  6 KB (950 words) - 12:29, 18 April 2007
• Metacognition
  ...g, or evaluating. Such strategies are also referred to as "self-regulated learning" (Winne & Perry, 2000; Zimmerman, 1995). Clark and Mayer (2003) define meta ...process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessmen
  4 KB (527 words) - 03:31, 9 December 2008
• Musings on Learning Events
  ...ument I explore the conceptual bases of ''"event spaces"'' and ''"robust learning"''. (Disclaimer: Until this moment, I was a wiki virgin: I've never made At present, here is what we say about Learning Events:
  15 KB (2,418 words) - 00:03, 11 May 2007
• Note-Taking: Coordination
  ...es allows students to coordinate what they are learning with what they are learning, strengthening the connections between [[knowledge components]]. ...that having multiple related documents simultaneously available increases learning by increasing connections made between knowledge components.
  8 KB (1,202 words) - 14:44, 21 April 2008
• Note-Taking: Restriction and Selection
  ...also found that copy-paste only functionality increased the efficiency of learning relative to typing. In other words, people using the copy-paste tool learne Can we improve learning outcomes in online courses by changing the way students can take notes?
  11 KB (1,690 words) - 18:21, 13 April 2007
• Note-Taking Technologies
  ...to explore the effect of selection-based note-taking on both behavior and learning. ...multiple representations of concepts. This falls within the [[Coordinative Learning]] cluster. Our studies are designed to evaluate these hypotheses by compari
  9 KB (1,227 words) - 23:49, 14 April 2007
• Overconfidence in Self-Efficacy
  ..., behavioral, cognitive and environmental factors in a person’s learning process interact with each other reciprocally. Under this view, self-efficacy is ge ...at lent support to the predictive and mediational role of self-efficacy in learning [8][9]; however, there have also been some correlational studies that exhib
  10 KB (1,453 words) - 08:13, 26 March 2009
• PSLC GradStudents
  ...orld courses, and also to make use of field-based findings to generate new learning science theory. We accomplish these goals in part through utilizing a varie ...number of different opportunities for participating students, including a Learning Science Certificate Program, a Professional Development seminar, an Early C
  26 KB (4,112 words) - 21:35, 18 January 2024
• PSLC Integrated Project Summary
  ...es, Hausmann - [[Harnessing what you know]]: The role of analogy in robust learning ...y structured courses such as physics; however, the empirical literature on learning suggests that far transfer is much more difficult than traditional pedagogy
  54 KB (7,944 words) - 15:25, 2 June 2009
• Peer tutoring
  ...y a [[collaboration scripts|collaboration script]] that helps to guide the process of peer collaboration.
  399 bytes (47 words) - 16:27, 3 December 2007
• Personalization
  ...experiences, or typical patterns of language use, will lead to more robust learning through increased motivation, compared to when instruction is not personali ...n. According to the hypothesis, personalization will lead to more robust learning through increased motivation, compared to when instruction is not actively
  10 KB (1,401 words) - 13:50, 1 July 2008
• Physics
  ...osts specific research studies that measure the improvement in students’ learning caused by changes in the instruction. At this time (2010), it is sited in: ...s-Help | Scaffolding Problem Solving with Embedded Example to Promote Deep Learning (Ringenberg & VanLehn, 2005)]]
  26 KB (3,780 words) - 21:07, 6 September 2011
• Practice at Retrieval
  ...er, 1992) demonstrate the beneficial effects of "practice at retrieval" on learning. In these studies, practice at retrieval has been shown to be more effectiv ...sting sessions occur close in time, they are not as effective in enhancing learning as when these sessions are distributed, or spaced out, over time.
  6 KB (945 words) - 19:34, 5 June 2009
• Process of Remembering
  The process of remembering influences what learners will and will not remember in the f ...s should be responsible for learning all the materials covered to maximize learning, instructors test for relatively unimportant information. Testing in this
  4 KB (610 words) - 19:37, 5 June 2009
• Prompted self-explanation hypothesis
  ...ain each step of the worked example or each line of the text causes higher learning gains than having them study the material without such prompting. ...2004; Hausmann & Chi, 2002; Aleven & Koedinger, 2002), or embedded in the learning materials themselves (Hausmann & VanLehn, 2007).
  13 KB (1,979 words) - 14:50, 23 January 2009
• Prompted self-explanation principle
  ...ain each step of the worked example or each line of the text causes higher learning gains than having them study the material without such prompting. ...2004; Hausmann & Chi, 2002; Aleven & Koedinger, 2002), or embedded in the learning materials themselves (Hausmann & VanLehn, 2007).
  14 KB (1,991 words) - 05:52, 7 May 2010

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