Author: Jorma KuusinenPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Effect of the Timing of Information Feedback Upon Learning and Retention
Author: Jorma KuusinenThe Effects of the Timing of Feedback on Long-Term Knowledge Retention in PSI Courses
Author: Kathleen A. LockhartPublisher:
ISBN:
Category :
Languages : en
Pages : 37
Book Description
The personalized system of instruction (PSI), precision teaching, and the Navy's computer-managed instruction system are among several instructional systems that dictate the provision of immediate feedback to maximize student learning. The objective of this series of experiments was to examine the relationship between the timing of feedback and long-term knowledge retention under classroom conditions that exist in courses taught according to the principles of PSI. Three experiments were conducted, all employing undergraduates in college courses taught according to PSI principles. Experiment I examined retention as a function of feedback delay interval in an introductory anthropology course using short answer essay tests. Experiment II varied feedback delay interval, the informational quality of feedback, and test item type, and Experiment III examined delay and item type in a psychology course on experimental design. There was no evidence of the superiority of either immediate or delayed feedback. Providing different types of feedback (varying the amount of information) likewise produced no differential levels of retention. The frequent, repeatable quizzing aspect of PSI probably makes feedback a less potent variable than it is in other types of courses, since students have to learn smaller quantities of material for each test, and many opportunities to learn from whatever type of feedback is provided.
The Effects of Immediate and Delayed Feedback on the Retention of Factual and Rule Learning
Author: Arthur S. TabachneckPublisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 188
Book Description
Research in Education
Author: The Effects of Feedback Timing and Learner Response Confidence on Delayed Retention of Verbal Information
Author: James Allen GottliebPublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 172
Book Description
Handbook of Research on Educational Communications and Technology
Author: David H. JonassenPublisher: Taylor & Francis
ISBN: 0805841458
Category : Education
Languages : en
Pages : 1195
Book Description
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Visible Learning: Feedback
Author: John HattiePublisher: Routledge
ISBN: 042993887X
Category : Education
Languages : en
Pages : 201
Book Description
Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Spacing and the Delay-retention Effect
Author: Troy Anthony SmithPublisher: ProQuest
ISBN: 9780549144113
Category : Cognitive psychology
Languages : en
Pages :
Book Description
Current theoretical accounts of feedback timing effects on retention are problematic. Some predict that delayed feedback should lead to better retention; others predict that immediate feedback should lead to better retention. Previous empirical findings are unclear: Some studies have found an advantage for delayed feedback, some an advantage for immediate feedback, and some no difference. In three experiments involving new semantic learning, I tested the extent to which spacing and lag effects can account for these seemingly contradictory findings, based on predictions of the new theory of disuse (Bjork & Bjork, 1992). Experiment 1 compared the effects of timing variations for repeated study trials, repeated test trials, and feedback trials. Experiments 2 and 3 examined the effects of restudy and retest trials following immediate and delayed feedback, and the impact of varying study-feedback lag. Results support the spacing hypothesis and challenge competing theories of feedback timing.
The Effects of Types of Feedback on Learning, Retention, Feedback Study Time, Feedback Efficiency, and Response Confidence in the Domain of Concept Learning
Author: Sue-Jen ChenPublisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 294
Book Description
Teacher Praise
Author: Jere E. BrophyPublisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 124
Book Description