Complement deep-processing cognitive prompts with practice testing, distributed practice, and metacognitive or motivational prompts to support long-term retention¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the fading of the deep-prompt advantage at follow-up, the authors recommend extending the prompting strategy rather than abandoning it. They suggest complementing it "with other learning strategies, such as practice testing and distributed practice", and, drawing on the self-regulation literature, using cognitive prompts "alongside other categories of prompts (metacognitive prompts, motivational prompts)". Future research should clarify the conditions that facilitate long-lasting learning effects.

Design Implications¶

Context¶

Requirements¶

• The prompting strategy should already support understanding and sense-making of the content

Constraints¶

• The article presents this as a possibility to increase long-term impact, not as a tested manipulation

Target Learners¶

• higher education students in compulsory courses with complex content

Target Learning Goals¶

• long-term retention of studied content
• sustained self-regulated learning

Related Strategies¶

• Self Regulated Learning

Examples¶

-

Key Sources¶

• Dana Opre, Andrei Costea, Răzvan Jurchiș, Romiță Iucu. (2023). Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts. Journal of Educational Sciences, XXIV, 2(48). https://doi.org/10.35923/JES.2023.2.16