Learning Difficult Content Using the Web: Strategies Make a Difference
David W. Brooks
Center for Curriculum and InstructionUniversity of Nebraska – Lincoln
Kent J. Crippen
Department of Curriculum and InstructionUniversity of Nevada Las Vegas
Cite this article as:
Brooks, D.W. & Crippen, K.J. Journal of Science Education and Technology (2001) 10: 283. doi:10.1023/A:1012213700431
A web site was organized around a theme of testing knowledge of descriptive chemistry. Detailed studies of nearly 14,000 Web transactions showed that, by providing representative test items followed with immediate feedback, student learning in descriptive chemistry increased. Nearly half of the students using the site were found to engage in an unanticipated study strategy of dealing with test items one at a time rather than in traditionally derived groups of eight. The ability of these students to respond to new items increased at a rate twice that of other students not engaging this strategy.