National University of Singapore (February 2023) - Asst Prof Steven Pan: Studying smarter through harnessing the science of human learning

Title:

Asst Prof Steven Pan: Studying smarter through harnessing the science of human learning

 

Published:

National University of Singapore (NUS), 1 February 2023

https://news.nus.edu.sg/asst-prof-steven-pan-studying-smarter-through-harnessing-the-science-of-human-learning/?utm_source=Corpsite&utm_medium=Highlight

From the news article:

The secret to studying less and scoring higher – this has been the holy grail that students seek in their academic journeys.  

 

It is also what informs the research of Assistant Professor Steven Pan, Director of the Learning Sciences Laboratory at the NUS Faculty of Arts and Social Sciences’ Department of Psychology. Recently ranked among the top 40 most prolific early career scholars in the influential Educational Psychology Review, Asst Prof Pan’s work revolves around harnessing the science of human memory and learning patterns to empower students to become more effective learners. 

 

Scholarly Article (AJER, 2020) - Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?

Title:

Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?

 

Authors:

Mark Aulls, Jason Matthew Harley, Dawit Getahun & David Lemay

Published:

Alberta Journal of Educational Research (AJER), Volume 66, Number 3 (19 August 2020)    

https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56955

 

From the Abstract:

Pre-service teachers’ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies?