Strategies for Enhancing Teaching and Learning in an Undergraduate Course
Abstract
This article describes a series of studies that were conducted on some learning and motivation variables within an undergraduate educational psychology course. The studies examined the effects of various intervention strategies on the cognitive engagement and achievement of students in the course. Intervention strategies included induced student strategies (goal setting, planning), teaching strategies (participant modeling, text processing), and strategic classroom parameters (incentives, grading method). Based on the studies, the author proposes a model for enhancing student learning and motivation that includes inducing and requiring various student activities and behaviors that require self-regulation.
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