Using a cross-sectional survey of co-operative education students, this study explored relationships between students' gender, work experience, time spent on tasks with supervisors, and self-reported learning. Inexperienced men spent 50% more time on tasks with supervisors than inexperienced women. Work experience (completing at least one…

In a world that seems to value speed and efficiency, teacher Kevin S. Krahenbuhl says, "Slow it down!" Krahenbuhl explores the value of taking one's time in classroom discussions, leaving students ample time to reflect, prepare, and even meander a bit in order to fully understand and engage with a text.

The shifting emphases of new national curricula have placed more attention on knowledge generation approaches to learning. Such approaches are centered on the fundamental sense of generative learning where practices and tools for learning become the focus of the learning environment, rather than on the products of learning. This paper, building on…

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Historically, the configuration of public education has been antithetical to variation for and across learners. The structure and process of today's educational system, having cut its teeth during the industrial revolution, emphasizes…

This study investigates how multimodal user-generated data can be used to reinforce learner reflection, improve teaching practices, and close the learning analytics loop. In particular, the aim of the study is to utilize user gaze and action-based data to examine the role of a mirroring tool (i.e., Exercise View in Eclipse) in orchestrating basic…

We aggregated and analyzed single-case research targeting math-fact fluency to investigate whether learning (behavior change) data were sufficient to summarize and compare intervention outcomes or if learning rate (learning/cumulative instructional time) data would provide divergent effect size (ES) results. We also extracted the curricular scope…

This study investigated metacognitive monitoring abilities in adolescents with autism spectrum disorder in two experiments using the judgment-of-learning paradigm. Participants were asked to predict their future recall of unrelated word pairs during the learning phase. Experiment 1 compared judgments-of-learning made immediately after learning and…

Secondary school teachers often complain that their students show a disengaged attitude in class. Students do not prepare for lessons, they show a passive attitude towards classroom activities and they have a limited awareness of their own learning process. Based on a pilot study, four homework assignments were designed, implemented, and evaluated…

Research on haptic feedback has demonstrated limited empirical evidence of its positive learning effects. This research contrasts supportive anecdotal evidence and reports of increased motivation. In an attempt to unify these contrasting results we attempted to identify empirical evidence supporting haptic feedback's effect on learning by…

Different approaches to creating out-of-class reading assignments for university general education courses might affect the amount of time students actually spend reading. Five instructors of a required religion/philosophy class used different approaches to assign out-of-class reading. Subsequently, their students (n = 504) were surveyed about…

The aim of this action research project was to improve student learning by encouraging more "time on task" and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated…

Much demand remains for teacher education programs to produce highly qualified teachers. Current trends show that almost half of today's preservice teachers are considered nontraditional in terms of age and life experience. The purpose of this study was to determine whether secondary education teacher preparation programs should differentiate…

This study examines the relationship between systematic direct observation (SDO) of time on task (TOT) and student engagement as measured by a self-report task-specific measure. The research questions guiding the study are (a) what is the relationship between SDO of TOT and a self-report measure of student effort, and (b) what is the relationship…

This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic…

One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants' learning was enhanced when they were allowed to…