An intervention study of Learning How to Learn reported improved study behaviors and higher second-semester proficiency scores¶
Claim · All claims
Evidence · 1 study · designr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After the LHTL intervention, students reported cramming less, using more learning techniques, and spacing repetitions, and scored higher on a final proficiency test. → Barbara A. Oakley and Terrence J. Sejnowski 2019
Evidence¶
Barbara A. Oakley and Terrence J. Sejnowski 2019¶
Barbara A. Oakley and Terrence J. Sejnowski. (2019). What we learned from creating one of the world's most popular MOOCs. npj Science of Learning 4:7. https://doi.org/10.1038/s41539-019-0046-0
q2 · i? · design · r1
The article cites a first study of LHTL's effectiveness, quoting its report that the experimental group changed study behaviors and that online study behavior verified questionnaire answers. No effect sizes are printed in the quoted passage.
"after the LHTL intervention, "… students of the experimental group reported cramming less, using more learning techniques, redoing exercises with answers covered, and spacing repetitions more often instead of massing."
Discussion¶
Related Claims¶
- Students self-reported less cramming and more class preparation in the JiTT course than in their non-JiTT courses, except students receiving D or F grades — related
- Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement — related
- Spaced retrieval practice produces better final retention than massed retrieval even though spacing lowers initial retrieval success, and more absolute spacing enhances long-term retention — related
- Counting questions students procrastinate, practicing little until late in the semester, while counting days spreads practice across the term — related
- Cramming was negatively correlated with spacing (r = -0.54) and with all other learning strategies investigated — related
- Spaced Retrieval Improves Retention — related
- Distributed (spaced) learning is reported to work best compared with massed study in one long session — a broader claim this one bears on
- The Learning How to Learn MOOC's popularity appears attributable to its presentation and instructional methods rather than its subject matter alone — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lhtl-intervention-improved-study-behaviors |
title |
An intervention study of Learning How to Learn reported improved study behaviors and higher second-semester proficiency scores |
description |
An intervention study of Learning How to Learn reported improved study behaviors and higher second-semester proficiency scores |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — barbara-a-oakley-and-terrence-j-sejnowski-2019 |
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