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Deadlines don't prevent cramming. Course instruction and individual differences predict learning […] Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete Zeitschriftenbeitrag | In: Learning and Individual Differences | 2021 41287 Endnote: Autor*innen: Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete
Titel: Deadlines don't prevent cramming. Course instruction and individual differences predict learning strategy use and exam performance
In: Learning and Individual Differences, 87 (2021) , S. 101994
DOI: 10.1016/j.lindif.2021.101994
URL: https://www.sciencedirect.com/science/article/abs/pii/S1041608021000315?via%3Dihub
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Hochschulunterricht; Arbeitsanleitung; Student; Lernmethode; Individueller Unterschied; Studienleistung; Logdatei; Analyse; Quasi-Experiment; Deutschland
Abstract: The goal of the present study was to investigate how course instruction and individual differences in general academic competences and conscientiousness relate to students' learning strategy use and exam performance. The sample comprised two cohorts of university students who attended a lecture on the same topic, but with varying course instruction: In the blended course (N = 238), the teacher applied deadlines for self-testing and offered regular in-class meetings to encourage distributed practice over the semester. In the online course, students studied independently without regular meetings, nor deadlines (N = 200). Learning strategies were measured objectively using behavioral log-file data. Students in the blended course used fewer self-tests than online students which was associated with poor exam performance. Academic competences (high school GPA) positively predicted exam performance via more distributed practice and self-testing. Conscientiousness was related to more distributed practice which was associated with better exam performance. Results revealed that (voluntary) in-class meeting and deadlines did not prevent cramming. Especially less conscientious students with lower general academic competences need further support in applying efficient learning strategies. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

An exploratory latent class analysis of student expectations towards learning analytics services Whitelock-Wainwright, Alexander; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Gašević, Dragan Zeitschriftenbeitrag | In: The Internet and Higher Education | 2021 41381 Endnote: Autor*innen: Whitelock-Wainwright, Alexander; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Gašević, Dragan
Titel: An exploratory latent class analysis of student expectations towards learning analytics services
In: The Internet and Higher Education, 51 (2021) , S. 100818
DOI: 10.1016/j.iheduc.2021.100818
URL: https://www.sciencedirect.com/science/article/pii/S1096751621000270?via%3Dihub
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Learning Analytics; Hochschulbildung; Student; Studentin; Erwartung; Service; Individueller Unterschied; Exploration; Befragung; Fragebogen; Latent-Class-Analyse; Niederlande
Abstract: For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR). (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Within-person structures of daily cognitive performance differ from between-person structures of […] Schmiedek, Florian; Lövdén, Martin; Oertzen, Timo von; Lindenberger, Ulman Zeitschriftenbeitrag | In: PeerJ | 2020 40427 Endnote: Autor*innen: Schmiedek, Florian; Lövdén, Martin; Oertzen, Timo von; Lindenberger, Ulman
Titel: Within-person structures of daily cognitive performance differ from between-person structures of cognitive abilities
In: PeerJ, 8 (2020) , S. e9290
DOI: 10.7717/peerj.9290
URN: urn:nbn:de:0111-dipfdocs-232618
URL: http://www.dipfdocs.de/volltexte/2022/23261/pdf/PeerJ_2020_Schmiedek_et_al_Within-person_structures_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kognitive Kompetenz; Struktur; Intelligenz; Individueller Unterschied; Arbeitgedächtnis; Längsschnittuntersuchung
Abstract: Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or ''g,'' uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition isstructured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed oversix months, we find that thestructures of individuals' cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largestshare of common variance to both between- and withinperson structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.
DIPF-Abteilung: Bildung und Entwicklung

How to select the best learning strategies for children. Consider age and individual differences Brod, Garvin Verschiedenartige Dokumente | 2020 40770 Endnote: Autor*innen: Brod, Garvin
Titel: How to select the best learning strategies for children. Consider age and individual differences
Erscheinungsvermerk: Zürich: Jacobs Foundation, 2020 (BOLD: Blog on Learning & Development)
URL: https://bold.expert/how-to-select-the-best-learning-strategies-for-children/
Dokumenttyp: 5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Adaptiver Unterricht; Kind; Kognition; Kognitive Entwicklung; Individueller Unterschied; Neurowissenschaften; Pädagogische Psychologie; Pädagoge; Führungsposition; Heterogenität; Implizites Wissen; Individualität; Lernen; Variabilität; Strategie; Lebenslanges Lernen; Erinnerung; Hirnfunktion; Bildung; Pädagogik; Schlussfolgerung; Kompetenz; Lernforschung; Lehrer; Unterricht
Abstract: Should teachers use different strategies depending on their students' age? While the answer to this question may be obvious for educators, it is surprisingly obscure in educational research.
DIPF-Abteilung: Bildung und Entwicklung