T. Lineweaver, Amanda C G Hall, Hanna Throgmorton, Sean M. Callahan, Alexis J. Bell
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引用次数: 1
Abstract
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.
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.
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