Why We Learn

Thoughts on educational psychology, instructional design, and the integration of technology in educational settings.

Category: Psychology

Instructional Efficiency and Learner Involvement

Paas, Tuovinen, van Merrienober, and Darabi (2005) draw on research related mental efficiency and the tenets of Keller’s ARCS model of motivation to arrive at a rather startling deduction; the idea that the results of the mental efficiency calculation, when plotted on a Cartesian axis, provide insight into a learner’s involvement as well as the […]

Learning From Mistakes

It seems to me that education’s ultimate goal is transfer. Ironically, efficient instruction, a primary aim of instructional design, could prevent one from reaching this goal. Instructional designs represent the way in which its creator/designer views, perceives, and/or understands the content of study. Efficient instruction prescribes a narrow (single) path from what the learner knows […]

Feedback and Self-Regulated Learning

Overview Feedback and Self-Regulated Learning: A Theoretical Synthesis, written by Deborah L. Butler and Philip H. Winne in 1995, is a popular piece of academic literature. Google Scholar indicates that it has been cited by 1183 works. Its importance is likely a result of that way in which it views the nearly universally reported benefits […]

Comprehensive Exams Begin Today

I’ve just received four questions that I must address as the primary component of comprehensive exams at Kent State University. I have eight weeks to answer these completely, after which they will be evaluated. If I’m successful, I will then be asked to defend my responses in person. Research Methods in Educational Psychology and Instructional […]

Hybridized Online Learning – More (But Could be Even More?) Effective

Benjamin S. Bloom has two works from which to draw when interpreting the results of a new study by Carnegie Mellon. The key finding, related to the efficiency of this design, is summarized in the following quotation. By combining the open-learning software with two weekly 50-minute class sessions in an intro-level statistics course, they found […]