Lifetimes of robust learning
Ambition: Help students learn in effective ways.
That some learning techniques are more effective than others is well-established. Despite this, students tend to spend time with ineffective techniques, even when provided with information about effective techniques. How, then, can we help students adopt more effective ways of learning? How can we help teachers help student learning?
We want to contribute to establishing evidence-based and widely applicable interventions that support students’ development of self-regulated and strategic use of effective learning techniques.
To achieve our ambition, we will:
- Summarize research on selected topics in the field of teaching and learning
- Test the effect of a learning to learn intervention in to large, hybrid first-year course on students’ implicit theories of self-regulated learning, their continued use of effective learning techniques, and their academic achievement
- Test the effectiveness of providing students with instructor-made digital flashcards to enhance the use of spaced retrieval practice, academic performance, and the continued use of effective learning techniques
- Investigate how games can support student learning
Sample presentations and publications
Nierenberg, E., Solberg, M., Låg, T., & Dahl, T. I. (2024). A three-year mixed methods study of undergraduates’ information literacy development: Knowing, doing, and feeling. https://doi.org/10.5860/crl.85.6.804
Sæle, R. G., Dahl, T. I., Sørlie, T., & Friborg, O. (2023). Note to first-year university students: Just do it! In the end, the fact that you study may be more important than how you study. Uniped, 46(1), 28-42. https://doi.org/10.18261/uniped/46.1.4
Nierenberg, E., & Dahl, T. I. (2021). Is information literacy ability, and metacognition of that ability, related to interest, gender, or education level? A cross-sectional study of higher education students. Journal of Librarianship and Information Science, 09610006211058907.
Nierenberg, E., Låg, T., & Dahl, T. I. (2021). Knowing and doing: The development of information literacy measures to assess knowledge and practice. Journal of Information Literacy, 15(2). Take a listen! https://notebooklm.google.com/notebook/c7897700-a59e-4170-93b8-e9a33f017b7c/audio
Svartdal, F., Sæle, R. G., Dahl, T. I., Nemtcan, E., & Gamst-Klaussen, T. (2021). Study habits and procrastination: The role of academic self-efficacy. Scandinavian Journal of Educational Research, 1-20.
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in Psychology, 11.
Hoel, A., & Dahl, T. I. (2019). Why bother? Student motivation to participate in student evaluations of teaching. Assessment & Evaluation in Higher Education, 44(3), 361-378.
Sæle, R. G., Dahl, T. I., Sørlie, T., & Friborg, O. (2017). Relationships between learning approach, procrastination and academic achievement amongst first-year university students. Higher Education, 74(5), 757-774.
Dahl, T. I. (April, 2017). “It’s just a grade». Or is it? A wise-guy guide to putting grades in their proper place. Utdanningskonferansen 2017: Vurdering for bedre læring? Tromsø, Norway.
Nordby, K., Wang, C. E. A., Dahl, T. I., & Svartdal, F. (2016). Intervention to reduce procrastination in first-year students: Preliminary results from a Norwegian study. Scandinavian Psychologist, 3.
Dahl, T. I., & Ludvigsen, S. (2014). How I see what you're saying: The role of gestures in native and foreign language listening comprehension. The Modern Language Journal, 98(3), 813-833.
Partners
- Ellen Nierenberg, Høgskolen i Innlandet, Norway
- Lisa Sethre-Hofstad, Concordia College, Moorhead, MN, USA