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Download full textAndrews, Carolyn Bancroft; Motz, Benjamin A.; Israel, Jamie G.; Leary, Heather – Journal of Teaching and Learning with Technology, 2020
This exploratory study aimed to investigate the characteristics of students who opted in to use Boost, an automated student-support mobile app, and compare them to characteristics of Boost nonusers. Boost integrates with a learning management system (Canvas) and provides support services aimed at improving student behavior and success. At the…
Descriptors: Student Characteristics, Computer Software, Decision Making, Academic Support Services
Hagan, Carrie; Callison, Matthew; Fox, Alexandria – Journal of Teaching and Learning with Technology, 2020
This case study focuses on our efforts to engage students in one asynchronous, online undergraduate legal "pipeline" course, and the substantive revisions made to the course over 3 years to increase student engagement, self-reflection, self-regulation, and metacognition. A pipeline program is designed to identify, support, and guide…
Descriptors: Undergraduate Students, Online Courses, Learner Engagement, Self Evaluation (Individuals)
Direct linkAriel, Robert; Karpicke, Jeffrey D. – Grantee Submission, 2018
Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students…
Descriptors: Self Management, Recall (Psychology), Retention (Psychology), Intervention
