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ERIC Number: EJ1196227
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2578-7608
Handwriting to Learn: Embedding a Crucial Study Skill in a Gateway Science Course
Akkaraju, Shylaja
Journal of Effective Teaching in Higher Education, v1 n1 p55-72 Fall 2018
Handwriting is a multisensory process known to enhance memory, focus, engagement, and cognition in the learner, thereby making it a valuable study skill. In an attempt to embed handwriting as a study skill in a gateway science course, I used a combination of scaffolding and individual student consultations. Scaffolding emphasized the use of "desirable difficulties" and "retrieval practice" through the implementation of techniques such as the "flipped learning" approach and "take-home in-class hybrid" essay exams. While the former helped to increase overall student success, the latter technique was aimed at enhancing written fluency in the subject, curbing procrastination, and providing opportunities for high impact retrieval practice during the in-class essay exams. One-on-one student consultations that emphasized rewriting and maintaining good notes were used as interventions throughout the semester to promote positive study behavior and also as a crucial stage in preparing for each unit exam. The level of student engagement in using handwriting as a study skill was traced within the context of a typical "threshold experience." Handwriting as a study skill was successfully embedded in this course and showed positive results in terms of student retention, engagement, and overall success.
Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)