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The benefits of successive relearning on multiple learning outcomes

The benefits of successive relearning on multiple learning outcomes
The benefits of successive relearning on multiple learning outcomes
Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via email to engage in three learning practice sessions, each separated by two days. Half the students engaged in successive relearning (relearn condition), answering 20 fill-in-the-blank questions with corrective feedback. Within each session, correctly answered questions were dropped, whereas incorrectly answered questions were presented up to 2 more times. The other half of students restudied the same 20 sentences without blanks twice per session (restudy condition). Unlike previous research, we controlled the exposure duration of the learning materials between the relearn and restudy conditions. Learning practice sessions continued throughout the remaining 10 weeks of the semester, with students alternating each week between the relearning and restudying tasks. Recall of course material at the end of the semester was better for relearning compared to restudying. Increased recall during relearning sessions was associated with further learning benefits including improved metacognition, increased self-reported sense of mastery, increased attentional control, and reduced anxiety. Individual differences were not associated with the benefit of relearning over restudying in the retention tests. Qualitative feedback indicated that students found successive relearning to be enjoyable and valuable. Our research indicates that successive relearning is a valuable addition to any university course and is easy to implement using digital resources.
successive relearning, retrieval practice, memory
0022-0663
Higham, Philip
4093b28f-7d58-4d18-89d4-021792e418e7
Zengel, Bettina
9d343ec9-7b10-45e3-b818-41287d9c4bd5
Bartlett, Laura
e3819ba0-78f3-498d-ad95-6a01039db931
Hadwin, Julie A.
92a602a7-2380-44f4-863c-c30ef2608230
Higham, Philip
4093b28f-7d58-4d18-89d4-021792e418e7
Zengel, Bettina
9d343ec9-7b10-45e3-b818-41287d9c4bd5
Bartlett, Laura
e3819ba0-78f3-498d-ad95-6a01039db931
Hadwin, Julie A.
92a602a7-2380-44f4-863c-c30ef2608230

Higham, Philip, Zengel, Bettina, Bartlett, Laura and Hadwin, Julie A. (2021) The benefits of successive relearning on multiple learning outcomes. Journal of Educational Psychology. (doi:10.1037/edu0000693). (In Press)

Record type: Article

Abstract

Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via email to engage in three learning practice sessions, each separated by two days. Half the students engaged in successive relearning (relearn condition), answering 20 fill-in-the-blank questions with corrective feedback. Within each session, correctly answered questions were dropped, whereas incorrectly answered questions were presented up to 2 more times. The other half of students restudied the same 20 sentences without blanks twice per session (restudy condition). Unlike previous research, we controlled the exposure duration of the learning materials between the relearn and restudy conditions. Learning practice sessions continued throughout the remaining 10 weeks of the semester, with students alternating each week between the relearning and restudying tasks. Recall of course material at the end of the semester was better for relearning compared to restudying. Increased recall during relearning sessions was associated with further learning benefits including improved metacognition, increased self-reported sense of mastery, increased attentional control, and reduced anxiety. Individual differences were not associated with the benefit of relearning over restudying in the retention tests. Qualitative feedback indicated that students found successive relearning to be enjoyable and valuable. Our research indicates that successive relearning is a valuable addition to any university course and is easy to implement using digital resources.

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Higham et al._in press_JEdPsych - Accepted Manuscript
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More information

Accepted/In Press date: 3 May 2021
Keywords: successive relearning, retrieval practice, memory

Identifiers

Local EPrints ID: 449677
URI: http://eprints.soton.ac.uk/id/eprint/449677
ISSN: 0022-0663
PURE UUID: 1bbedabe-7930-4939-bcb3-1296d59cb711
ORCID for Bettina Zengel: ORCID iD orcid.org/0000-0002-0871-3158

Catalogue record

Date deposited: 10 Jun 2021 16:32
Last modified: 11 Jun 2021 01:50

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Contributors

Author: Philip Higham
Author: Bettina Zengel ORCID iD
Author: Laura Bartlett
Author: Julie A. Hadwin

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