Increasing the effectiveness of active learning using deliberate practice: A homework transformation

We show how learning can be improved, beyond that shown in actively taught classrooms, by also transforming the homework using the principles of deliberate practice. We measure the impact of transforming the homework on student learning in a course that had already implemented an active approach to...

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Autores principales:	Kelly Miller, Kristina Callaghan, Logan S. McCarty, Louis Deslauriers
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/2955f7e14f6044c9afdb620be38a3c24
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spelling	oai:doaj.org-article:2955f7e14f6044c9afdb620be38a3c242021-12-02T16:41:34ZIncreasing the effectiveness of active learning using deliberate practice: A homework transformation10.1103/PhysRevPhysEducRes.17.0101292469-9896https://doaj.org/article/2955f7e14f6044c9afdb620be38a3c242021-04-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010129http://doi.org/10.1103/PhysRevPhysEducRes.17.010129https://doaj.org/toc/2469-9896We show how learning can be improved, beyond that shown in actively taught classrooms, by also transforming the homework using the principles of deliberate practice. We measure the impact of transforming the homework on student learning in a course that had already implemented an active approach to teaching in class. We compare performance on the same final exam in equivalent cohorts of students over three semesters of an introductory physics course: the first taught with traditional lectures and traditional homework, the second taught with active instruction coupled with traditional homework, and the last taught with both active instruction and transformed homework. We find students in the semester where both active teaching and transformed homework are used scored significantly higher on the final exam than the students taught actively but with traditional homework. This learning gain achieved by transforming the homework is comparable to that achieved by replacing traditional lectures with active teaching strategies in class. We further show the positive effects of transforming the homework on student learning through a shorter, controlled experiment. When everything but the homework implementation is controlled, students scored 5%–10% higher on a test of learning following transformed homework compared with traditional homework. This significant improvement to learning occurs despite students spending a similar amount of time on task. This study represents an initial step towards understanding how deliberate practice can be extended to improve pedagogy beyond what happens in the classroom to the out-of-class homework.Kelly MillerKristina CallaghanLogan S. McCartyLouis DeslauriersAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010129 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Kelly Miller Kristina Callaghan Logan S. McCarty Louis Deslauriers Increasing the effectiveness of active learning using deliberate practice: A homework transformation
description	We show how learning can be improved, beyond that shown in actively taught classrooms, by also transforming the homework using the principles of deliberate practice. We measure the impact of transforming the homework on student learning in a course that had already implemented an active approach to teaching in class. We compare performance on the same final exam in equivalent cohorts of students over three semesters of an introductory physics course: the first taught with traditional lectures and traditional homework, the second taught with active instruction coupled with traditional homework, and the last taught with both active instruction and transformed homework. We find students in the semester where both active teaching and transformed homework are used scored significantly higher on the final exam than the students taught actively but with traditional homework. This learning gain achieved by transforming the homework is comparable to that achieved by replacing traditional lectures with active teaching strategies in class. We further show the positive effects of transforming the homework on student learning through a shorter, controlled experiment. When everything but the homework implementation is controlled, students scored 5%–10% higher on a test of learning following transformed homework compared with traditional homework. This significant improvement to learning occurs despite students spending a similar amount of time on task. This study represents an initial step towards understanding how deliberate practice can be extended to improve pedagogy beyond what happens in the classroom to the out-of-class homework.
format	article
author	Kelly Miller Kristina Callaghan Logan S. McCarty Louis Deslauriers
author_facet	Kelly Miller Kristina Callaghan Logan S. McCarty Louis Deslauriers
author_sort	Kelly Miller
title	Increasing the effectiveness of active learning using deliberate practice: A homework transformation
title_short	Increasing the effectiveness of active learning using deliberate practice: A homework transformation
title_full	Increasing the effectiveness of active learning using deliberate practice: A homework transformation
title_fullStr	Increasing the effectiveness of active learning using deliberate practice: A homework transformation
title_full_unstemmed	Increasing the effectiveness of active learning using deliberate practice: A homework transformation
title_sort	increasing the effectiveness of active learning using deliberate practice: a homework transformation
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/2955f7e14f6044c9afdb620be38a3c24
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Increasing the effectiveness of active learning using deliberate practice: A homework transformation

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