PSYC1022 Learning to Learn - Weeks 1 & 2 PDF

Summary

This document discusses metacognitive illusions and desirable difficulties in learning. It explores the relationship between learner intuitions, fluency, and actual learning. The document also provides different learning styles such as active learning, and spaced learning.

Full Transcript

PSYC1022 Learning to Learn Weeks 1 and 2 Metacognitive Illusions and Desirable Dif culties fi Overview What are metacognitive illusions? Causes of metacognitive illusions Mul...

PSYC1022 Learning to Learn Weeks 1 and 2 Metacognitive Illusions and Desirable Dif culties fi Overview What are metacognitive illusions? Causes of metacognitive illusions Multiple examples of metacognitive illusions Student evaluations Active learning Spaced learning eLearning Interleaving Recommendations and conclusions Metacognitive Illusions Misalignment between subjective assessment of how learning works (metacognition) and how it really works Student believes strategy A is better for learning than strategy B when B is actually better (or there is no difference) Teacher believes method A is better for delivering module content than method B when B is actually better (or there is no difference) Beliefs affect behaviour! Cause of Metacognitive Illusions Most illusions can be traced to a uency heuristic: Easy/ uent learning = Good memory and durable learning “Those lecture slides make so much sense, I don’t need to study them again; I’ll remember that stuff forever” “I nished reading that chapter in no time it was so well written; I’ll ace the exam if I’m tested” “I learn so much more if the lecturer presents the material well” Maybe not: Carpenter et al. (2013) fi fl fl Reality (Desirably) dif cult learning = enduring learning (Bjork, 1994) Surmountable obstacles that slow the process of learning produce durable memories and better learning Fluency heuristic and desirable dif culty are incompatible! fi fi Teaching Evaluations and Learning After lecture, students asked to predict their performance on a Fluent Dis uent later test, and then Engaging Disengaging took a test Carpenter, S. K., Wilford, M. M., Kornell, N., & Mullaney, K. M. (2013). Appearances can be deceiving: Instructor uency increases perceptions of learning without increasing actual learning. Psychonomic Bulletin & Review, 20(6), 1350–1356. https://doi.org/10.3758/ s13423-013-0442-z fl Teaching Evaluations and Learning Fluency breeds overcon dence Carpenter, S. K., Wilford, M. M., Kornell, N., & Mullaney, K. M. (2013). Appearances can be deceiving: Instructor uency increases perceptions of learning without increasing actual learning. Psychonomic Bulletin & Review, 20(6), 1350–1356. https://doi.org/10.3758/ s13423-013-0442-z fi Teaching Evaluations and Learning Carpenter, S. K., Wilford, M. M., Kornell, N., & Mullaney, K. M. (2013). Appearances can be deceiving: Instructor uency increases perceptions of learning without increasing actual learning. Psychonomic Bulletin & Review, 20(6), 1350–1356. https://doi.org/10.3758/ s13423-013-0442-z Teaching Evaluations and Learning How do we determine whether this overcon dence from uent lecture style UNDERMINES learning? Dif cult to ascertain relationship between ratings and learning because of the correlation/causation problem. Suppose a positive correlation is found between teacher ratings and nal marks: Are they positively correlated because good teaching leads to better learning (higher marks) and higher ratings re ect that better learning? Or are they positively correlated because of some other factor unrelated to good teaching? Some instructors may in ate marks to achieve higher ratings (Stroebe, 2016) Better students are more likely to achieve high marks and enjoy the modules they take (and rate their instructors more favourably). True of both good and poor instructors; may be unrelated to teaching quality fi fl fl fi fl Teaching Evaluations and Learning Yunker and Yunker (2003) explored the ratings/ nal marks relationship between two courses with the same students but different instructors The relationship between ratings in Introductory Accounting were examined with respect to nal marks in a follow-up course (Intermediate Accounting) If high ratings are linked to good teaching and better learning, then there should be a positive correlation here as well There wasn’t! In fact, after controlling for student ability, higher ratings in Introductory Accounting were negatively correlated with grades in Intermediate Accounting fi Teaching Evaluations and Learning Intro Intro Grade in Students Accounting Instructor Intermediate Instructor Rating Accounting Sarah Dr Jones 4.5 54% John Dr Smith 3.1 76% Tammy Dr Evans 4.9 50% Frank Dr Graham 3.5 65% Teaching Evaluations and Learning Dependent variable: grade in Intermediate Accounting “…in this research we found that students in Intermediate Accounting who have been in Introductory Accounting courses in which the teacher has been rated more highly tend to do worse than students who have been in Introductory Accounting courses in which the teacher has been rated less highly” (Yunker & Yunker, 2003, p. 316). Yunker, P. J., & Yunker, J. A. (2003). Are student evaluations of teaching valid? Evidence from an analytical business core course. Journal of Education for Business, 78(6), 313–317. https://doi.org/10.1080/08832320309598619 Dependent variable: grade in Intermediate Accounting But How Could This Happen? Popular instructors may be adopting uent teaching styles that students enjoy (and rate highly), but are not good for learning Active Learning All students given handouts with physics problems on the given topic Passive: Instructor presented slides that explained the concepts (with demonstrations) and solved the problems on the handout. Students completed the handout while listening. Focus was on uent learning Active: Students divided into small groups and worked on problems together. Instructor circulated amongst the groups and answered questions. At the end, the instructor showed how to solve the problems Finally, all students took a test of their knowledge Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116 fl Active Learning Class on Static Equilibrium Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116 Active Learning Class on Fluids Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116 e-Learning Another place metacognitive illusions are potentially problematic is e-Learning Designed to be uent and entertaining and full of fun, uent activities Does the uency from e-Learning activities lead to illusions? My former PhD student, Katie Coria, examined this possibility with lecture-slide handouts fl fl e-Learning Old School: Chalk-and-talk New School: Digital Downloads e-Learning Quality Enhancement Plan (QEP) at Brookhaven College How to Read and Study for Anatomy & Physiology https://slideplayer.com/slide/10069804/ Lecture Activities 40-min lecture (10 X 4-min segments) on MRSA followed by an immediate and delayed test of learning Five groups: Control (passive observation) Annotation (annotate lecture slide handout) Regular Notes (take notes on blank paper) Key Points (write down three key points from previous lecture segment during lecture pauses) Verbatim Notes (copy down everything off the slides) Higham, P. A., & Coria, K. A. (2018). The power of the pen: The multiple learning bene ts of longhand notetaking during lectures. Abstracts of the International Meeting of the Psychonomic Society. (p. 70). The Psychonomic Society. https://www.learningscientists.org/blog/2018/5/31-1 Lecture Activities Accuracy Immediate Test Delayed Test 90 80 % correct 70 60 50 40 Control Annotation Verbatim Regular Key Pts Group - Immediate: F(5,135) = 5.60, p <.001, ηp2 =.17 Group - Delay: F(5,118) = 8.30, p <.001, ηp2 =.26 Lecture Activities Forgetting 30 Lots of forgetting 24 Imm - Delay Less forgetting 18 12 6 0 Control Annotation Verbatim Regular Key Pts But what about revision? Revision Activities Compared control, annotation, and regular notetaking groups 40-min lecture on MRSA Tested after 8 weeks All participants permitted to revise (unmarked) copies of lecture slide handouts for as long as they liked prior to testing Measured accuracy and revision time Both multiple choice and cued-recall questions Experiment 3 Accuracy 90 80 % 70 60 Control Annotation Note Taking Group: ns Experiment 3 Time Spent Revising 25 Long-hand notetaking meant students needed 20 less time to revise for an mins exam to achieve the same mark 15 10 Control Annotation Note Taking Group: F(2,64) = 8.07, p <.001, ηp2 =.20 Spaced Learning Is it better to mass learning by spending 4 hours studying all at once (e.g., immediately before test - “cramming”) or to space learning by spending 1 hour studying across 4 days? Many studies show that spaced learning is better than massed learning over the longer term Spaced Learning Spaced Learning Spaced practice was better, but students believed that massed practice was better…at least at rst when uency was high Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overcon dence. Applied Cognitive Psychology, 35(4), 1082–1089. https://doi.org/10.1002/acp.3814 fl fi Interleaving Interleaving Blocked Learning Interleaved Learning Training: shown paintings with artists’ name below; blocked vs interleaved All one All different artist Test: Attempt to artists classify new paintings by same painters (4 blocks) Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19(6), 585–592. http://dx.doi.org/10.1111/j.1467-9280.2008.02127.x Interleaving Metacognition Learning Interleaved Interleaved > Blocked Blocked = Interleaved Blocked Blocked > Interleaved Interleaved Blocked > Blocked = Interleaved > Interleaved Interleaved Blocked Blocked Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19(6), 585–592. http://dx.doi.org/10.1111/ j.1467-9280.2008.02127.x Overall Recommendations and Conclusions Understand that learner (and educator!) intuitions about learning are sometimes (often) wrong Fluency feels like it predicts learning, but often it doesn’t Learner satisfaction ≠ good learning The better predictor of good learning is whether the learning process induced desirable dif culties Struggling to overcome obstacles during learning produces the most durable learning fi References Carpenter, S. K., Wilford, M. M., Kornell, N., & Mullaney, K. M. (2013). Appearances can be deceiving: Instructor uency increases perceptions of learning without increasing actual learning. Psychonomic Bulletin & Review, 20, 1350–1356. https://doi.org/10.3758/s13423-013-0442-z Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116, 19251–19257. https://doi.org/10.1073/ pnas.1821936116 Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overcon dence. Applied Cognitive Psychology, 35, 1082–1089. https://doi.org/10.1002/acp.3814 Higham, P. A., & Coria, K. A. (2018). The power of the pen: The multiple learning bene ts of longhand notetaking during lectures. Abstracts of the International Meeting of the Psychonomic Society. (p. 70). The Psychonomic Society. https://www.learningscientists.org/blog/2018/5/31-1 Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19, 585–592. http://dx.doi.org/10.1111/j.1467-9280.2008.02127.x Stroebe, W. (2016). Why good teaching evaluations may reward bad teaching on grade in ation and other unintended consequences of student evaluations. Perspectives on Psychological Science, 11, 800–816. Yunker, P. J., & Yunker, J. A. (2003). Are student evaluations of teaching valid? Evidence from an analytical business core course. Journal of Education for Business, 78, 313–317. https://doi.org/10.1080/08832320309598619

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