온라인 수업에서 인출연습유형과 인출간격이 학습잡념과 메타인지 판단 및 학업성취에 미치는 영향

논문상세정보
' 온라인 수업에서 인출연습유형과 인출간격이 학습잡념과 메타인지 판단 및 학업성취에 미치는 영향' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • metacognitive judgments
  • mind wandering
  • online learning
  • retrieval practice
  • 메타인지적 판단
  • 온라인수업
  • 인출연습
  • 학습잡념
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
534 0

0.0%

' 온라인 수업에서 인출연습유형과 인출간격이 학습잡념과 메타인지 판단 및 학업성취에 미치는 영향' 의 참고문헌

  • 학습판단에 반영된 역량의 착각 현상 분석
    석보영 [2019]
  • 학습을 위한 시험: 시험의 전방효과와 후방효과
    이희승 [2017]
  • 온라인 학습 상황에서 행동 로그, 생리심리반응 및 시험불안을 통한 멀티모달(Multimodal) 학업성취 예측모형 개발
    성한올 [2018]
  • 시험치기 학습전략의 이론적 근거와 활용 실태
    강이철 [2017]
  • 사전인출과 사후인출을 접목한 학습 방법이 지연 기억에 미치는 영향
    연은모 [2017]
  • 메타인지전략의 효과에 관한 메타분석: 집단설계연구와 단일사례연구의 비교
    김동일 [2016]
  • 메타인지의 영역 일반성과 영역 특수성 비교
    신종호 [2007]
  • 메타인지 정확성의 발달 차이 연구: 고등학생과 대학생 데이터
    배진희 [2015]
  • 뇌 파동과 사건관련전위를 이용한 허위기억손상의 탐지
    이민희 [2018]
  • 교수학습전략으로서 연습시험과 분산연습의 통합적 활용방안
    강이철 [2016]
  • Why testing improves memory : Mediator effectiveness hypothesis
    Pyc, M. A. [2010]
  • When and why do retrieval attempts enhance subsequent encoding?
  • Utilization of metacognitive judgments in the allocation of study during multitrial learning
  • Unsuccessful retrieval attempts enhance subsequent learning
    Kornell, N. [2009]
  • Uniting the tribes of fluency to form a metacognitive nation
  • Transfer of test-enhanced learning : Meta-analytic review and synthesis
    Pan, S. C. [2018]
  • Toward an episodic context account of retrieval-based learning: Dissociating retrieval practice and elaboration
    Lehman, M. [2014]
  • The testing effect and the retention interval : Questions and answers
  • The role of the hippocampus in navigation is memory
  • The pretesting effect : Do unsuccessful retrieval attempts enhance learning
  • The power of testing memory : Basic research and implications for educational practice
  • The interim test effect : Testing prior material can facilitate the learning of new material
  • The forward testing effect: Interim testing enhances inductive learning
    Yang, C. [2018]
  • The effects of prequestions versus postquestions on memory retention in children
  • The effect of type and timing of feedback on learning from multiple-choice tests
  • The effect of testing versus restudy on retention : A meta-analytic review of the testing effect
  • The effect of prequestions on learning from video presentations
  • The Stevens’ handbook of experimental psychology and cognitive neuroscience
  • Testing improves long-term retention in a simulated classroom setting
  • Testing during study insulates against the buildup of proactive interference
  • Test-enhanced learning in a middle school science classroom : The effects of quiz frequency and placement
  • Test-enhanced learning : Taking memory tests improves long-term retention
  • Subjective experience and the attentional lapse. Task engagement and disengagement during sustained attention
  • Studies in retention
  • Statistical Power Analysis for the Behavioral Sciences
    Cohen , J [1988]
  • Selective facilitative effects of interspersed questions on learning from written materials
  • Retrieval practice produces more learning than elaborative studying with concept mapping
  • Retrieval potentiates new learning : A theoretical and meta-analytic review
    Chan, J. C. [2018]
  • Rethinking the use of tests : A meta-analysis of practice testing
  • Repeated testing produces superior transfer of learning relative to repeated studying
  • Recitation as a factor in memorizing
  • Pretesting versus posttesting : Comparing the pedagogical benefits of errorful generation and retrieval practice
    Pan, S. C. [2021]
  • On the analysis of the factor of recall in the learning process
  • Mind-wandering, how do I measure thee with probes? Let me count the ways
  • Mind wandering and education : From the classroom to online learning
  • Metamemory : A theoretical framework and new findings
  • Metacognitive strategies in student learning: Do students practise retrieval when they study on their own
  • Metacognitive judgments of prior material facilitate the learning of new material : The forward effect of metacognitive judgments in inductive learning
    Lee, H. S. [2019]
  • Learners’ choices and beliefs about self-testing
    Kornell, N. [2009]
  • Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture
    Jing, H. G. [2016]
  • Instructor and student knowledge of study strategies
  • Information theory and stimulus independent thought
  • Illusions of competence in monitoring one’s knowledge during study
    Koriat, A. [2005]
  • Evidence that judgments of learning are causally related to study choice
  • Everyday attention : Variation in mind wandering and memory in a lecture
  • Does pre-testing promote better retention than post-testing?
  • Distracted : Why students can’t focus and what you can do about it
    Lang, J. M. [2020]
  • Disengagement during lectures: Media multitasking and mind wandering in university classrooms
  • Different rates of forgetting following study versus test trials
    Wheeler, M. [2003]
  • Conditional reasoning
  • Components of episodic memory: the contribution of recollection and familiarity
  • Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference
  • Attempting to answer a meaningful question enhances subsequent learning even when feedback is delayed
    Kornell, N. [2014]
  • An automated behavioral measure of mind wandering during computerized reading
    Faber, M. [2018]
  • Adjunct questions and the comprehension of prose by children
    Swenson, I. [1974]
  • Accuracy of metacognitive monitoring affects learning of texts
  • A combined experimental and individual-differences investigation into mind wandering during a video lecture
    Kane, M. J. [2017]