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Grace Onodipe; Darryl Romanow; Michelle M. Robbins – International Journal for the Scholarship of Teaching and Learning, 2025
Prior research has posited that flipped classrooms facilitate students' self-directed learning and enhance grades. Although reflective writing is one method linked to academic success, it rarely has been examined empirically in the literature within the context of flipped classrooms. The current study investigated the association between growth…
Descriptors: Academic Achievement, Success, Flipped Classroom, Reflection
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Brown-Kramer, Carolyn R. – Teaching of Psychology, 2022
Background: Psychology courses provide a good opportunity for instructors to teach students effective learning strategies integrated with content. Objective: This replication and extension study explored changes in students' self-reported use of learning strategies before and after a term paper assignment and examined the relationships between…
Descriptors: Undergraduate Students, Psychology, Introductory Courses, Learning Strategies
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Kathy Nomme; Rhea Storlund; Christine Goedhart; Silvia Mazabel; Chin Sun; Bernardita Germano – Journal of College Science Teaching, 2025
We investigated the impact of an assignment wrapper in promoting self-regulation of learning in a series of written assignments for a First-Year Biology laboratory. Students completed a planning survey prior to submitting an Introduction assignment. Upon receipt of the graded Introduction, students completed an assignment wrapper, two more written…
Descriptors: Self Management, Learning Strategies, Biology, Science Instruction
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Anton O. Tolman; Benjamin A. Johnson – Journal on Excellence in College Teaching, 2025
Metacognition is a key to effective learning, foundational to critical thinking and fostering scholarly and professional identity. Yet many faculty are uncertain how to integrate metacognitive skill development into classes. This article describes two metacognitive instruments, the TTM-LS and the LSSA, that are short, simple to use, and discipline…
Descriptors: Metacognition, Critical Thinking, Skill Development, Student Responsibility
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Yanping Ma; Gail Tang – International Journal of Mathematical Education in Science and Technology, 2024
We believe that developing cultural competencies can help students learn mathematics and conversely that learning mathematical content can help students learn about themselves and others. Using frameworks introduced by Rendón (2009) and Gutiérrez (2018), we present a five-part bundle of activities for undergraduate differential equations course…
Descriptors: Calculus, Mathematics Instruction, Advanced Courses, Correlation
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Yu-Chen Wei – Asia Pacific Journal of Education, 2025
This study examined the effectiveness of a career course designed to increase career self-efficacy and exploration among undergraduate students from a university in Taiwan. A quasi-experimental study was conducted to compare a group of students who completed high-intensity action-based assignments (experimental group, n = 74) with another group…
Descriptors: Foreign Countries, Undergraduate Students, Career Choice, Career Education
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Wang, Yu-mei; Komol, Grace Jepkemboi; Voltz, Deborah – Journal of Educational Technology Systems, 2023
Research has shown that an effective peer critique process improves the quality of student assignments in various disciplines. Despite its benefits, peer critique is not without challenges. The major concern is the quality of the feedback. Students are not willing to take critical stances in reviewing their peers' work and they tend to give more…
Descriptors: Peer Evaluation, Criticism, College Students, Student Attitudes
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Ayadi, M. Femi; Onodipe, Grace – Journal of Economic Education, 2023
Incorporating writing into an economics course is a beneficial goal of economic educators. The potential benefits of using writing to enhance learning among economics students have been emphasized in the literature. Writing to Learn (WTL) is an act of using writing activities to help students think through key concepts presented in a course. The…
Descriptors: Learning Strategies, Learner Engagement, Peer Teaching, Economics Education
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Cavazos, Jenel T.; Stern, William; Stephenson, Elise; Heddy, Benjamin – Teaching of Psychology, 2021
Belief in psychological misconceptions has potential repercussions for both students and potentially society as a whole. We present a creative and engaging myth refutation assignment that uses an infographic format to promote the refutation of psychological misconceptions. A total of 166 students completed the myth refutation assignment, along…
Descriptors: Misconceptions, Visual Aids, Information Dissemination, Assignments
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Rao Bhagavathula, Venugopala; Bhagavathula, Viswakanth; Moinis, Rohan S.; Chaudhuri, Joydeep Dutta – Anatomical Sciences Education, 2022
The study of neuroanatomy imposes a significant cognitive load on students since it includes huge factual information and therefore demands diverse learning strategies. In addition, a significant amount of teaching is carried out through human brain demonstrations, due to limited opportunities for cadaveric dissection. However, reports suggest…
Descriptors: Anatomy, Neurology, Science Instruction, Learning Strategies
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Beckman, Karley; Apps, Tiffani; Bennett, Sue; Dalgarno, Barney; Kennedy, Gregor; Lockyer, Lori – Studies in Higher Education, 2021
With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford…
Descriptors: Self Management, Electronic Learning, Assignments, Task Analysis
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Aaron Trocki – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Student multimodal writing has gained attention in the teaching and learning of mathematics with the anticipation that these assignments will benefit student engagement and learning in a variety of ways. This study investigates students' perceptions of learning in a post-secondary calculus course, which contained four multimodal writing…
Descriptors: Calculus, Mathematics Instruction, Multimedia Materials, Teaching Methods
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Steven Sclarow; A. J. Raven; Mart Doyle – Journal of Information Systems Education, 2024
This paper presents field-tested improvements over an 11-year period of a large-scale "Introduction to Information Systems" core business school course and provides a framework for implementation. Engagement and learning in large-scale courses can prove challenging, especially when the class is a requirement within a business school's…
Descriptors: Learning Strategies, Information Systems, Large Group Instruction, Introductory Courses
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Linda Prentice; Gideon Twum – Teaching and Learning Excellence through Scholarship, 2021
Can a class assignment covering the reading help students do better in an introductory chemistry class for nonmajors? Two sections of the same course have been compared where one section had a reading assignment that "forced" the students to interact with the text while the other class had the typical homework, quiz assignments, and…
Descriptors: Community College Students, Chemistry, Science Instruction, Textbooks
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Fiorella, Logan; Pilegard, Celeste – Educational Psychology, 2021
Two experiments investigated how writing an explanation after studying a multimedia lesson influences restudy behavior (eye movements) and learning. In Experiment 1, college students who wrote a retention-based explanation ('Explain how the car's brake system works') spent more time focusing on the text and less time on the picture during the…
Descriptors: College Students, Multimedia Instruction, Student Behavior, Writing Assignments
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