Scaling Effective Learning Strategies

Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs

Davis, D.J. (TU Delft Web Information Systems)
Kizilcec, René F. (Cornell University)
Hauff, C. (TU Delft Web Information Systems)
Houben, G.J.P.M. (TU Delft Web Information Systems)

2018

Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of learning strategies in an informal learning context with a diverse learner population. Here, we evaluate the extent to which retrieval practice — recognized as one of the most effective learning strategies — facilitates long-term knowledge retention (and thus learning outcomes) among MOOC learners using an instructional intervention. We observed no effect on learning outcomes and high levels of treatment non-compliance. In addition, we conducted a series of exploratory studies into long-term recall of knowledge acquired in MOOCs. Surprisingly, both passing and non-passing learners scored similarly on a knowledge post-test, retaining approximately two-thirds of what they learned over the long term.

Retrieval practice
testing effect
experiment
knowledge retention
learning outcomes

http://resolver.tudelft.nl/uuid:96fbfd33-845f-496e-902b-1b86b338e5e5

https://doi.org/10.18608/jla.2018.53.3

Journal of Learning Analytics, 5 (3), 21-41

Institutional Repository

journal article

© 2018 D.J. Davis, René F. Kizilcec, C. Hauff, G.J.P.M. Houben