| Autor: |
Virginia Clinton |
| Jazyk: |
angličtina |
| Rok vydání: |
2018 |
| Předmět: |
|
| Zdroj: |
Journal of the Scholarship of Teaching and Learning, Vol 18, Iss 1 (2018) |
| Druh dokumentu: |
article |
| ISSN: |
1527-9316 |
| DOI: |
10.14434/josotl.v18i1.22508 |
| Popis: |
Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students enrolled in two different courses, one in which students engaged in weekly brief quizzes and reflections and a second in which students engaged in longer quizzes. Results indicated that the two conditions were similar in effectiveness in terms of learning and self-reports of self-regulation. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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