教学生更有效地学习：从一篇学习提示演讲和一篇评论文章的实证比较中获得的经验教训

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2022-04-12 DOI:10.1080/10790195.2022.2056097

T. Lineweaver, Amanda C G Hall, Hanna Throgmorton, Sean M. Callahan, Alexis J. Bell

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引用次数: 1

摘要

摘要：我们比较了“更聪明，而不是更难学习”演讲与花同等时间阅读一篇文章《优化大学学习》的有效性。160名本科生参加了此次演讲。该报告和文章对学习技巧的有效性、有用性和使用率进行了可比的评分。文章读者可以更好地区分有效策略与无效策略以及有益策略与无益策略。演讲参与者增加了对所有学习策略的使用，而文章读者只增加了对推荐学习技巧的使用。研究结果突出了阅读这篇文章比参加这次演讲的优势，并提出了更有效地教学生更聪明而不是更努力学习的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teaching Students to Study More Effectively: Lessons Learned from an Empirical Comparison of a Study Tips Presentation and a Review Article

ABSTRACT We compared the effectiveness of a “Study Smarter, Not Harder” presentation to spending an equivalent amount of time reading an article: “Optimizing Learning in College.” One-hundred-sixty undergraduate students participated. The presentation and article yielded comparable ratings of study tip effectiveness, helpfulness, and usage. Article readers better discriminated between effective versus ineffective and helpful versus unhelpful strategies. Presentation attendees increased their use of all study strategies, whereas article readers only increased their use of recommended study tips. Results highlight advantages of reading the article over attending this presentation and suggest ways to more effectively teach students to study smarter, not harder.

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.