NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ832771
Record Type: Journal
Publication Date: 2009
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-1383
What the Science of Cognition Tells Us about Instructional Technology
Miller, Michelle D.
Change: The Magazine of Higher Learning, v41 n2 p16-17 Mar-Apr 2009
Research by cognitive psychologist Harry Bahrick and colleagues suggests that people typically forget course material at an exponential rate, with this rapid forgetting continuing for a period of several years before leveling off. Assuming that teachers want their students to leave college with not just the ability to think critically but also a rich store of material to think critically about, making material memorable is a central pedagogical concern. In this article, the author explains why online teaching tools are in many ways superior to more traditional modes of instruction. Although the study of memory is still at a relatively early stage, cognitive researchers have managed to nail down a number of principles that govern why people remember--and forget--what they do. Instructional technology meshes remarkably well with several of these principles, opening up new ways for people to make course material memorable. (Contains 5 resources.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A