Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical base for whether and how student-generated questions are associated with comprehension monitoring and whether they predict performance remain open questions. To address these, we investigated the questions undergraduate students in an…

This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded…

With the increase in online course use (Allen & Seaman, 2017), there is an increasing need to determine the most effective (i.e., the most conducive for learning) way to present lectures online (e.g., video lectures). Lecture graphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair…

Two groups of middle school students were taught U.S. colonial history during a 5-week period using 2 different instructional strategies. In the experimental group, concepts and problem-solving strategies were explicitly taught; in the control group, content was presented using lectures and reading. All students took a pretest and several…