The Testing Effect for Learning Principles and Procedures from Texts

The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.

Self-regulated learning and social media – a ‘natural’ alliance? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship

Article is available at: http://www.tandfonline.com/doi/full/10.1080/17439884.2015.1064953.

Towards Real-time Speech Emotion Recognition for Affective E-Learning

The original article is available as an open access file on the Springer website in the following link: http://link.springer.com/article/10.1007/s10639-015-9388-2

Social media integration for the purpose of self-regulated learning

In this study, design based research in a teacher design team is performed. Teachers who intend to use social media to extend their school class teaching, are confronted with a lack of clear guidelines that inform them how to utilize them effectively. In this study, we aim at formulating such guidelines and testing their usefulness. First, opportunities to facilitate self-regulated learning (SRL) in higher education through the use of social media are elaborated in a literature study. Second, these opportunities are translated into teacher education to search for stimulating and limiting factors within the design, resulting in guidelines for effective social media integration.