Promoting Long-lasting Learning Through Instructional Design
Passively listening to a lecture (deWinstanley & Bjork, 2002), skimming a textbook chapter, or googling for an answer to a homework problem is not conducive to deep and lasting high-order learning. At the same time, presenting complex concepts in problem-based classes might overload students’ wo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2018-10-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23179 |