Against Academic Procrastination: Pedagogical Apps to Implement Distributed Learning in Course Design

ID: 51853 Type: Poster/Demo
  1. Klaus Quibeldey-Cirkel, Technische Hochschule Mittelhessen, THM, University of Applied Sciences, Department MNI, Germany
  2. Jennifer Heiny, Technische Hochschule Mittelhessen, THM, University of Applied Sciences, ZekoLL, Germany
  3. Christoph Thelen, Technische Hochschule Mittelhessen, THM, University of Applied Sciences, Department MNI, Germany

Wednesday, March 28 5:45 PM-7:00 PM

Presider:
Rashid Khan, DCC- King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia, Saudi Arabia

Most of the facts and figures, terms and concepts taught in college are learned in the week before examination and forgotten a month after. Although we have known about the very low long-term knowledge retention of cramming since Ebbinghaus’ forgetting curve in 1885, this learning tactic prevails because it works—at least for passing exams. As university lecturers, we seldom received a training on effective teaching and learning strategies. However, we can follow the evidence-based recommendations from cognitive and educational psychology on how to structure a course to distribute learning. With new pedagogical apps at hand, we can implement spaced repetition against procrastination in our course design. This paper outlines a pedagogical project to be conducted across several consecutive semesters. The project follows the What Works Clearinghouse practice guide on spacing learning events over time. The recommendations are implemented by using ARSnova, a set of innovative web-based question-and-answer apps for quizzing in class and self-quizzing at home.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.