Promoting retrieval practice use during self-study in higher education: The effects of a compact strategy intervention with metacognitive support

Abstract

Intensive training programs have successfully supported students in using cognitive learning strategies. This study investigated whether a compact intervention can promote students' retrieval practice use during self-study for course-relevant materials. In an experiment embedded in a reputation management course, students were either given strategy instructions on retrieval practice (RP condition), strategy instructions and metacognitive email support (RP++) or no support (control). Students' potential retrieval practice use during self-study of key concepts was measured with an online learning environment. Results showed a small but significant effect on retrieval practice use for the RP++ condition as compared to control (p =.005, r = 0.39). No significant differences were found between RP++ and RP, and RP and control and no significant effects were found on a delayed performance test. With our compact intervention, we took a small step in fostering the use of retrieval practice as a learning strategy during self-study.