{"id":457,"date":"2022-01-14T14:30:37","date_gmt":"2022-01-14T12:30:37","guid":{"rendered":"https:\/\/blogs.aalto.fi\/opit\/?p=457"},"modified":"2022-01-20T10:33:52","modified_gmt":"2022-01-20T08:33:52","slug":"six-strategies-for-more-impactful-online-teaching-and-learning-part-1-3","status":"publish","type":"post","link":"https:\/\/blogs.aalto.fi\/opit\/2022\/01\/14\/six-strategies-for-more-impactful-online-teaching-and-learning-part-1-3\/","title":{"rendered":"Six strategies for more impactful (online) teaching and learning – Part 1\/3"},"content":{"rendered":"

What kind of teaching practices\u00a0can\u00a0help our students study better?\u00a0Are we using scientifically\u00a0proven\u00a0strategies to enhance learning?\u00a0This series of three blog posts\u00a0will introduce you to six evidence-based strategies that support deep learning. Each strategy is complemented by concrete examples that will help you to figure out how to implement these in your teaching!<\/span><\/span><\/p>\n

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This series is inspired by and based on a thought-provoking three-hour workshop held by Marcus Lithander, PhD, a cognitive psychologist from KTH Royal Institute of Technology, on the topic in December 2021.<\/p>\n

During the workshop, Lithander presented six evidence-based strategies that support deep learning and in this post we will present to you the first two: Retrieval practice and Spaced practice.<\/strong> Stay tuned for parts two and three where we introduce the other four strategies: Interleaving, Elaboration, Concrete examples and Dual coding.<\/p>\n

What works in learning<\/span><\/h5>\n

1. Retrieval practice \u00a0<\/strong><\/p>\n

You know the feeling when you almost remember something, when the answer is \u201con the tip of your tongue\u201d? You may also remember from your school years how painful it felt to answer the follow-up questions at the end of a chapter, when studying for an exam? It was easier just to read the text a couple of times and skip the questions, right? Well, from a deep learning point of view, this is exactly what you should not have done. Most likely you passed the exam, but for deep learning and long-term\u00a0retention, processing\u00a0requiring effort has been proven to be more beneficial.<\/span>\u00a0<\/span><\/p>\n

In cognitive psychology,<\/span>\u00a0retrieval practice\u00a0<\/span><\/i><\/b>is a strategy through which\u00a0<\/span>bringing information to mind<\/span><\/b>\u00a0enhances and boosts learning. It formulates the third component of our memory system (the other two being encoding and storage) by retrieving information to the mind from memory. In addition to helping us memorize and learn things, retrieval practice also has an indirect effect that relates to metacognition: it helps us recognize what we already know and what we do not know. Also, no matter how important trusting oneself as a learner (self-efficacy) is for learning, too much\u00a0confidence\u00a0may also deteriorate learning: the least prepared learners are usually most confident about their skills and knowledge (also known as the Dunning-Kruger effect). Retrieval practice may reduce harmful overconfidence and thus lead to more realistic understanding of one\u2019s own learning, leading to better learning results.\u00a0<\/span>\u00a0<\/span><\/p>\n

In practice, this means\u00a0
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