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ERIC Number: EJ1076200
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0883-2323
A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments
Fatemi, Darius; Marley, Robert; Marquis, Linda M.
Journal of Education for Business, v90 n7 p394-401 2015
The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a comprehensive practice approach retain more long-term knowledge than those using a topic-specific practice approach, though the results are not uniformly positive. While the results support the use of a comprehensive pedagogical approach, they also highlight the importance of obtaining empirical evidence before changing pedagogical approaches. Implications for instructors and textbook authors are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A