{"id":1931,"date":"2016-02-25T13:41:36","date_gmt":"2016-02-25T13:41:36","guid":{"rendered":"https:\/\/result.uit.no\/udig\/?page_id=1931"},"modified":"2023-03-08T13:31:01","modified_gmt":"2023-03-08T13:31:01","slug":"litteratur-og-ressurser","status":"publish","type":"page","link":"https:\/\/result.uit.no\/udig\/kursmodulene\/modul-5-laeringsstrategier\/litteratur-og-ressurser\/","title":{"rendered":"Litteratur og ressurser"},"content":{"rendered":"<p>[et_pb_section fb_built=&raquo;1&#8243; admin_label=&raquo;section&raquo; _builder_version=&raquo;3.22&#8243;][et_pb_row column_structure=&raquo;3_4,1_4&#8243; admin_label=&raquo;row&raquo; _builder_version=&raquo;4.1&#8243; background_size=&raquo;initial&raquo; background_position=&raquo;top_left&raquo; background_repeat=&raquo;repeat&raquo; hover_enabled=&raquo;0&#8243;][et_pb_column type=&raquo;3_4&#8243; _builder_version=&raquo;3.25&#8243; custom_padding=&raquo;|||&raquo; custom_padding__hover=&raquo;|||&raquo;][et_pb_text admin_label=&raquo;H1&#8243; _builder_version=&raquo;4.1&#8243;]<\/p>\n<h1 class=\"main_title\">Litteratur og ressurser<\/h1>\n<p>[\/et_pb_text][et_pb_text admin_label=&raquo;Text&raquo; _builder_version=&raquo;4.1&#8243; background_size=&raquo;initial&raquo; background_position=&raquo;top_left&raquo; background_repeat=&raquo;repeat&raquo;]<\/p>\n<h2>Hva sier forskningen<\/h2>\n<ul>\n<li>Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Morman, M. K. (2010). <em>How learning works: 7 research-based principles for smart teaching<\/em>. San Francisco, CA: Jossey-Bass.<\/li>\n<li>Bjork, E. L., &amp; Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; E. M. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New York: Worth Publishers.<\/li>\n<li>Bjork, R. A., Dunlosky, J., &amp; Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. <em>Annual Review of Psychology, 64<\/em>(1), 417-444. doi:10.1146\/annurev-psych-113011-143823<\/li>\n<li>Brown, P. C., Roediger III, H. L., &amp; McDaniel, M. A. (2014). <em>Make it stick: The science of successful learning<\/em>. Cambridge, MA: The Belknap Press of Harvard University Press.<\/li>\n<li>Carpenter, S. K. (2012). Testing enhances the transfer of learning. <em>Current Directions in Psychological Science, 21<\/em>(5), 279-283. doi:10.1177\/0963721412452728<\/li>\n<li>Congleton, A. R., &amp; Rajaram, S. (2011). The influence of learning methods on collaboration: Prior repeated retrieval enhances retrieval organization, abolishes collaborative inhibition, and promotes post-collaborative memory. <em>Journal of Experimental Psychology: General, 140<\/em>(4), 535-551. doi:10.1037\/a0024308<\/li>\n<li>Dunlosky, J., &amp; Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students\u2019 learning. <em>Scholarship of Teaching and Learning in Psychology, 1<\/em>(1), 72-78. doi:10.1037\/stl0000024<\/li>\n<li>Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. <em>Psychological Science in the Public Interest, 14<\/em>(1), 4-58. doi:10.1177\/1529100612453266<\/li>\n<li>Gurung, R. A. R., Weidert, J., &amp; Jeske, A. (2010). Focusing on how students study. <em>Journal of the Scholarship of Teaching and Learning, 10<\/em>(1), 28-35.\u00a0 Retrieved from http:\/\/josotl.indiana.edu\/article\/view\/1734<\/li>\n<li>Logan, J., Castel, A., Haber, S., &amp; Viehman, E. (2012). Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. <em>Metacognition and Learning, 7<\/em>(3), 175-195. doi:10.1007\/s11409-012-9090-3<\/li>\n<li>McDermott, K. B., Agarwal, P. K., D\u2019Antonio, L., Roediger Iii, H. L., &amp; McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. <em>Journal of Experimental Psychology: Applied, 20<\/em>(1), 3-21. doi:10.1037\/xap0000004<\/li>\n<li>Morehead, K., Rhodes, M. G., &amp; DeLozier, S. (2015). Instructor and student knowledge of study strategies. <em>Memory<\/em>, Advance online publication, 1-15. doi:10.1080\/09658211.2014.1001992<\/li>\n<li>Nguyen, K., &amp; McDaniel, M. A. (2015). Using quizzing to assist student learning in the classroom: The good, the bad, and the ugly. <em>Teaching of Psychology, 42<\/em>(1), 87-92. doi:10.1177\/0098628314562685<\/li>\n<li>Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., &amp; Metcalfe, J. (2007). <em>Organizing instruction and study to improve student learning<\/em>. (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education Retrieved from http:\/\/ies.ed.gov\/ncee\/wwc\/pdf\/practice_guides\/20072004.pdf.<\/li>\n<li>Rawson, K. A., Dunlosky, J., &amp; Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. <em>Educational Psychology Review, 25<\/em>(4), 523-548. doi:10.1007\/s10648-013-9240-4<\/li>\n<li>Roediger III, H. L. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; J. R. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New Youk: Worth Publishers.<\/li>\n<li>Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. <em>Psychological Bulletin, 140<\/em>(6), 1432-1463. doi:10.1037\/a0037559<\/li>\n<\/ul>\n<h3><\/h3>\n<h2>Underviserens rolle<\/h2>\n<ul>\n<li>Baeten, M., Kyndt, E., Struyven, K., &amp; Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. doi:http:\/\/dx.doi.org\/10.1016\/j.edurev.2010.06.001<\/li>\n<li>Bj\u00f8rgen, I. A. (2000). Ansvar for egen l\u00e6ring. Historien om et begrep. Norsk Pedagogisk Tidsskrift, 84, 227\u2013241.<\/li>\n<li>Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., &amp; Van Petegem, P. (2013). Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83(2), 238-251. doi:10.1111\/bjep.12016<\/li>\n<li>Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS.<\/li>\n<li>McCune, V., &amp; Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. doi:http:\/\/dx.doi.org\/10.1016\/j.lindif.2010.11.017<\/li>\n<li>Trigwell, K., Prosser, M., &amp; Waterhouse, F. (1999). Relations between teachers&#8217; approaches to teaching and students&#8217; approaches to learning. Higher Education, 37(1), 57-70.<br \/> Retrieved from <a href=\"http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194\" target=\"_blank\" rel=\"noopener\">http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194<\/a><\/li>\n<li>Valdermo, O. og Eilertsen, T. V. En l\u00e6ringsbevisst skole\u201d. Oslo. Cappelen Damm<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&raquo;1_4&#8243; _builder_version=&raquo;3.25&#8243; custom_padding=&raquo;|||&raquo; custom_padding__hover=&raquo;|||&raquo;][et_pb_menu menu_id=&raquo;11&#8243; menu_style=&raquo;centered&raquo; submenu_direction=&raquo;downwards&raquo; admin_label=&raquo;Module 5 &#8211; menu&raquo; _builder_version=&raquo;4.1&#8243; menu_font_size=&raquo;1.1em&raquo; menu_line_height=&raquo;1.2em&raquo; custom_padding=&raquo;112px||||false|false&raquo;][\/et_pb_menu][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Litteratur og ressurserHva sier forskningen Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Morman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. Bjork, E. L., &amp; Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to [&hellip;]<\/p>\n","protected":false},"author":173,"featured_media":0,"parent":1802,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<h3>Hva sier forskningen<\/h3>\r\n<ul>\r\n\t<li>Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Morman, M. K. (2010). <em>How learning works: 7 research-based principles for smart teaching<\/em>. San Francisco, CA: Jossey-Bass.<\/li>\r\n\t<li>Bjork, E. L., &amp; Bjork, R. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; E. M. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New York: Worth Publishers.<\/li>\r\n\t<li>Bjork, R. A., Dunlosky, J., &amp; Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. <em>Annual Review of Psychology, 64<\/em>(1), 417-444. doi:10.1146\/annurev-psych-113011-143823<\/li>\r\n\t<li>Brown, P. C., Roediger III, H. L., &amp; McDaniel, M. A. (2014). <em>Make it stick: The science of successful learning<\/em>. Cambridge, MA: The Belknap Press of Harvard University Press.<\/li>\r\n\t<li>Carpenter, S. K. (2012). Testing enhances the transfer of learning. <em>Current Directions in Psychological Science, 21<\/em>(5), 279-283. doi:10.1177\/0963721412452728<\/li>\r\n\t<li>Congleton, A. R., &amp; Rajaram, S. (2011). The influence of learning methods on collaboration: Prior repeated retrieval enhances retrieval organization, abolishes collaborative inhibition, and promotes post-collaborative memory. <em>Journal of Experimental Psychology: General, 140<\/em>(4), 535-551. doi:10.1037\/a0024308<\/li>\r\n\t<li>Dunlosky, J., &amp; Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students\u2019 learning. <em>Scholarship of Teaching and Learning in Psychology, 1<\/em>(1), 72-78. doi:10.1037\/stl0000024<\/li>\r\n\t<li>Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. <em>Psychological Science in the Public Interest, 14<\/em>(1), 4-58. doi:10.1177\/1529100612453266<\/li>\r\n\t<li>Gurung, R. A. R., Weidert, J., &amp; Jeske, A. (2010). Focusing on how students study. <em>Journal of the Scholarship of Teaching and Learning, 10<\/em>(1), 28-35.\u00a0 Retrieved from http:\/\/josotl.indiana.edu\/article\/view\/1734<\/li>\r\n\t<li>Logan, J., Castel, A., Haber, S., &amp; Viehman, E. (2012). Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. <em>Metacognition and Learning, 7<\/em>(3), 175-195. doi:10.1007\/s11409-012-9090-3<\/li>\r\n\t<li>McDermott, K. B., Agarwal, P. K., D\u2019Antonio, L., Roediger Iii, H. L., &amp; McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. <em>Journal of Experimental Psychology: Applied, 20<\/em>(1), 3-21. doi:10.1037\/xap0000004<\/li>\r\n\t<li>Morehead, K., Rhodes, M. G., &amp; DeLozier, S. (2015). Instructor and student knowledge of study strategies. <em>Memory<\/em>, Advance online publication, 1-15. doi:10.1080\/09658211.2014.1001992<\/li>\r\n\t<li>Nguyen, K., &amp; McDaniel, M. A. (2015). Using quizzing to assist student learning in the classroom: The good, the bad, and the ugly. <em>Teaching of Psychology, 42<\/em>(1), 87-92. doi:10.1177\/0098628314562685<\/li>\r\n\t<li>Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., &amp; Metcalfe, J. (2007). <em>Organizing instruction and study to improve student learning<\/em>. (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education Retrieved from http:\/\/ies.ed.gov\/ncee\/wwc\/pdf\/practice_guides\/20072004.pdf.<\/li>\r\n\t<li>Rawson, K. A., Dunlosky, J., &amp; Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. <em>Educational Psychology Review, 25<\/em>(4), 523-548. doi:10.1007\/s10648-013-9240-4<\/li>\r\n\t<li>Roediger III, H. L. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, &amp; J. R. Pomerantz (Eds.), <em>Psychology and the real world: Essays illustrating fundamental contributions to society<\/em>. New Youk: Worth Publishers.<\/li>\r\n\t<li>Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. <em>Psychological Bulletin, 140<\/em>(6), 1432-1463. doi:10.1037\/a0037559<\/li>\r\n<\/ul>\r\n<h3><\/h3>\r\n<h3>Underviserens rolle<\/h3>\r\n<ul>\r\n\t<li>Baeten, M., Kyndt, E., Struyven, K., &amp; Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. doi:http:\/\/dx.doi.org\/10.1016\/j.edurev.2010.06.001<\/li>\r\n\t<li>Bj\u00f8rgen, I. A. (2000). Ansvar for egen l\u00e6ring. Historien om et begrep. Norsk Pedagogisk Tidsskrift, 84, 227\u2013241.<\/li>\r\n\t<li>Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., &amp; Van Petegem, P. (2013). Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83(2), 238-251. doi:10.1111\/bjep.12016<\/li>\r\n\t<li>Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS.<\/li>\r\n\t<li>McCune, V., &amp; Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. doi:http:\/\/dx.doi.org\/10.1016\/j.lindif.2010.11.017<\/li>\r\n\t<li>Trigwell, K., Prosser, M., &amp; Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70.\r\nRetrieved from <a href=\"http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194\" target=\"_blank\">http:\/\/link.springer.com\/article\/10.1023%2FA%3A1003548313194<\/a><\/li>\r\n\t<li>Valdermo, O. og Eilertsen, T. V. En l\u00e6ringsbevisst skole\u201d. Oslo. Cappelen Damm<\/li>\r\n<\/ul>","_et_gb_content_width":"","inline_featured_image":false,"iawp_total_views":11,"footnotes":""},"class_list":["post-1931","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages\/1931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/users\/173"}],"replies":[{"embeddable":true,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/comments?post=1931"}],"version-history":[{"count":0,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages\/1931\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/pages\/1802"}],"wp:attachment":[{"href":"https:\/\/result.uit.no\/udig\/wp-json\/wp\/v2\/media?parent=1931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}