TY - JOUR
T1 - Is Free recall active
T2 - The testing effect through the ICAP lens
AU - Bruchok, Christiana M.
AU - Mar, Christopher
AU - Craig, Scotty
N1 - Funding Information:
the project was partially funded by institute of education sciences (ies) grants # r305a150432 and # r305a150336, and national science Foundation grant # due-1504893 to dr. Michelene t. h. Chi by providing graduate support to the first author. We would also like to thank dr. Chi for her thoughtful comments and feedback on an earlier draft of this paper. any opinions, findings, and conclusions or recommendations expressed in this material are exclusively those of the authors and do not necessarily reflect the views of ies (doe) or nsF. We would also like to thank saliha akca-hobbins and harrison potter for their contributions to the development and implementation of this study as part of a class project and Valerie Bednar, Bs/Bsn, for providing feedback for the researcher-developed responses to test questions.
PY - 2017/4
Y1 - 2017/4
N2 - Amidst evidence in favor of "active learning," online instruction widely implements passive design and tests learners' retrieval performance as opposed to learners' understanding. Literature reporting the testing effect promotes recall as a learning tool. The Interactive>Constructive>Active>Passi ve taxonomy would place quizzing during instruction somewhere on the active learning spectrum since learners manipulate the content in some way. Studying without physical manipulation of the content, the typical comparison group for the testing effect, is inherently passive; therefore, the superiority of testing to studying reflects the superiority of active to passive learning. Tests can elicit an array of engagement behaviors, and ICAP differentiates some as leading to better learning outcomes than others. The present preliminary study found free recall, germane to the testing effect literature and easily implemented in online instruction, to be only an active activity per ICAP criteria.
AB - Amidst evidence in favor of "active learning," online instruction widely implements passive design and tests learners' retrieval performance as opposed to learners' understanding. Literature reporting the testing effect promotes recall as a learning tool. The Interactive>Constructive>Active>Passi ve taxonomy would place quizzing during instruction somewhere on the active learning spectrum since learners manipulate the content in some way. Studying without physical manipulation of the content, the typical comparison group for the testing effect, is inherently passive; therefore, the superiority of testing to studying reflects the superiority of active to passive learning. Tests can elicit an array of engagement behaviors, and ICAP differentiates some as leading to better learning outcomes than others. The present preliminary study found free recall, germane to the testing effect literature and easily implemented in online instruction, to be only an active activity per ICAP criteria.
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M3 - Article
AN - SCOPUS:85043263483
VL - 28
SP - 127
EP - 148
JO - Journal of Interactive Learning Research
JF - Journal of Interactive Learning Research
SN - 1093-023X
IS - 2
ER -