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Metacognition About Practice Testing
Over a century of research has established practice testing as a highly robust learning strategy that promotes long-term retention. However, learners do not always appreciate the benefits of testing for memory and do not use it as effectively as they could during their own self-regulated learning. The goal of this review is to identify common themes from research focused on learners’ metacognition about practice testing using the three components of metacognition (i.e., beliefs, monitoring, and control) as an organizational guide. To foreshadow the key findings from this research: (1) Without support, learners lack metacognitive awareness of testing as a tool to enhance memory but do recognize that testing can be used as a monitoring tool. (2) Learners can accurately monitor their learning while using practice testing when judgments are made in contexts that are representative of those encountered during a criterion test. (3) In educational contexts, learners report using less effective strategies equally or more often than practice testing. (4) Learners tend to test themselves only under conditions that encourage retrieval success, and rarely use a strategy involving repeated successful retrieval even when it would lead to improved retention. After reviewing research findings, I discuss various interventions that lead to learners using testing more often and more effectively in their own learning and offer recommendations for future research.
Journal Article
Fault lines
When her daughter runs away to her aunt in California, Merritt Fowler of Georgia takes a plane to bring her back, the trip a welcome change from a demanding husband and an equally demanding mother-in-law who is suffering from Alzheimer's. The scene is set for a steamy romance during an earthquake.
Book
Lifestyle interventions for cancer survivors
In this Journal Club, Desiree Rivers discusses a study that developed and assessed the impact of SurvivorSHINE, a web-based lifestyle intervention for cancer survivors.
Journal Article
Beyond the call : three women on the front lines in Afghanistan
Follows the experiences of four women who fought in active combat duty in Afghanistan and also worked to gather intelligence about the Taliban from local Afghani women, with whom they were able to cultivate relationships, unlike their male counterparts.
Book
Don’t lose sight of monkeypox containment
Although case counts might be dropping, the public-health community must focus on containing the epidemic completely.
Although case counts might be dropping, the public-health community must focus on containing the epidemic completely.
Portrait of Caitlin Rivers
Journal Article
The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle
Informed by the educational conditions shaped by the novel coronavirus pandemic and an increased reliance upon online learning solutions and technologies, this article examines the role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle on a socially distanced asynchronous university course in Japan. With a sample of 149 students the study adopts SEM path-analysis model testing procedures and shows that agreeableness and conscientious have positive direct effects on online academic self-efficacy in addition to positive indirect effects on the acceptance of Moodle. Moreover agreeableness and conscientious had an indirect effect on course achievement while none of the five-factor model personality traits had an influence on actual Moodle use. An improved respecified model further affirmed the importance of agreeableness and conscientious and their role in online academic self-efficacy, the acceptance and actual use of Moodle and course achievement outcomes. Fourteen percent of the observed variance in course achievement was explainable through the respecified model. The discussion highlights the implications to be drawn from the data in relation to the current educational landscape from the perspective of the educator.
Journal Article
What Factors Might Have Led to the Emergence of Ebola in West Africa?
An Ebola outbreak of unprecedented scope emerged in West Africa in December 2013 and presently continues unabated in the countries of Guinea, Sierra Leone, and Liberia. Ebola is not new to Africa, and outbreaks have been confirmed as far back as 1976. The current West African Ebola outbreak is the largest ever recorded and differs dramatically from prior outbreaks in its duration, number of people affected, and geographic extent. The emergence of this deadly disease in West Africa invites many questions, foremost among these: why now, and why in West Africa? Here, we review the sociological, ecological, and environmental drivers that might have influenced the emergence of Ebola in this region of Africa and its spread throughout the region. Containment of the West African Ebola outbreak is the most pressing, immediate need. A comprehensive assessment of the drivers of Ebola emergence and sustained human-to-human transmission is also needed in order to prepare other countries for importation or emergence of this disease. Such assessment includes identification of country-level protocols and interagency policies for outbreak detection and rapid response, increased understanding of cultural and traditional risk factors within and between nations, delivery of culturally embedded public health education, and regional coordination and collaboration, particularly with governments and health ministries throughout Africa. Public health education is also urgently needed in countries outside of Africa in order to ensure that risk is properly understood and public concerns do not escalate unnecessarily. To prevent future outbreaks, coordinated, multiscale, early warning systems should be developed that make full use of these integrated assessments, partner with local communities in high-risk areas, and provide clearly defined response recommendations specific to the needs of each community.
Journal Article