Please use this identifier to cite or link to this item:
|Title:||Distributing Practice: Challenges and Opportunities for Inquiry Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Svihla, V. & Linn, M. (2012). Distributing Practice: Challenges and Opportunities for Inquiry Learning. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 371-378). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||This study investigates the impact of differing lag times on distributed practice compared to the traditional clustered approach. High school students studied the Web-based Inquiry Science Environment unit, Global Climate Change in one of three conditions. We compare student learning outcomes. We find that traditional spacing resulted in larger gains, in apparent contrast to the findings of many studies of distributing practice. We further investigate this finding to understand how spacing might have impacted revisiting and restudying of earlier work. Specifically, we use log files to determine how students revisited earlier work, finding that condition moderated the effect of revisiting on outcomes. Students in the distributed condition tended to revisit proximal steps, whereas those in the clustered condition tended to revisit steps while writing explanations at the end of the unit. We discuss implications and directions for further study.|
|Appears in Collections:||ICLS 2012|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.