Is it more effective to take a 10-minute break halfway through a 90-minute lecture or a 90-second break every 10 minutes? Researchers investigated the effect of the timing of these breaks on learners in an undergraduate psychology course and have some interesting findings:
Researchers in India conducted a randomized-control trial study with close to 17,000 at 10 colleges to test the impact of mandatory in-class phone collection versus unrestricted phone use. What do you think they found?
Chew & Cerbin propose a research-based framework of nine interacting cognitive challenges that teachers must address in order to promote “optimal learning” rather than merely acceptable performance. They emphasize that teaching is not just delivering content but creating the conditions in which students learn. Each of the nine challenges represents a characteristic of how students think, learn, or struggle — the idea being that failure to address any one of these can undermine learning. The authors describe each challenge, provide examples, and suggest instructional strategies for mitigation.
When you share a YouTube video for learners, annoying ads can disrupt the viewing experience and detract from the valuable content you chose. While the video may contain useful information, these interruptions can break the flow of learning and distract from the material. You also can’t track whether they watched the video. Here are two effective solutions: