Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning

@article{Karpicke2012RetrievalBasedLA,
  title={Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning},
  author={Jeffrey D. Karpicke and Phillip J. Grimaldi},
  journal={Educational Psychology Review},
  year={2012},
  volume={24},
  pages={401-418}
}
Learning is often identified with the acquisition, encoding, or construction of new knowledge, while retrieval is often considered only a means of assessing knowledge, not a process that contributes to learning. Here, we make the case that retrieval is the key process for understanding and for promoting learning. We provide an overview of recent research showing that active retrieval enhances learning, and we highlight ways researchers have sought to extend research on active retrieval to… 
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161 Citations

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Retrieval-Based Learning
TLDR
The retrieval-based learning perspective outlined here is grounded in the fact that all expressions of knowledge involve retrieval and depend on the retrieval cues available in a given context.
Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education
This essay reviews research on retrieval-based learning, which refers to the general finding that practicing active retrieval enhances long-term, meaningful learning. The idea that retrieval promotes…
Retrieval-Based Learning : Research at the Interface between Cognitive Science and Education
This essay reviews research on retrieval-based learning, which refers to the general finding that practicing active retrieval enhances long-term,meaningful learning. The idea that retrieval promotes…
A specific benefit of retrieval-based concept mapping to enhance learning from texts
TLDR
Results revealed that retrieval-based concept mapping before free recall by means of paragraph writing resulted in better learning on a 2-week delayed test than performing the same activities the other way round, contradict the general idea that it is retrieval itself, regardless of the activity it is embedded in, what promotes learning.
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms
Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited…
Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts
The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings…
Promoting Long-lasting Learning Through Instructional Design
TLDR
An instructional model is proposed that promotes five strategies for learning and teaching; i.e. spacing, retrieval practice, elaboration, interleaving, and concrete examples, to effectively help students store and retrieve information from their long-term memory.
Example-based learning: The benefits of prompting organization before providing examples
Guided Retrieval Practice of Educational Materials Using Automated Scoring
Retrieval practice is a powerful way to promote long-term retention and meaningful learning. However, students do not frequently practice retrieval on their own, and when they do, they have…
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References

SHOWING 1-10 OF 59 REFERENCES
Retrieval-Based Learning
TLDR
The retrieval-based learning perspective outlined here is grounded in the fact that all expressions of knowledge involve retrieval and depend on the retrieval cues available in a given context.
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
TLDR
It is shown that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping, and this support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes.
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
TLDR
It is proposed that many students experience illusions of competence while studying and that these illusions have significant consequences for the strategies students select when they monitor and regulate their own learning.
Metacognitive control and strategy selection: deciding to practice retrieval during learning.
TLDR
A compelling metacognitive illusion that occurs during self-regulated learning is identified: Once students can recall an item they tend to believe they have "learned" it, which leads students to terminate practice rather than practice retrieval, a strategy choice that ultimately results in poor retention.
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TLDR
The authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience, and develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings.
The Critical Importance of Retrieval for Learning
TLDR
The results demonstrate the critical role of retrieval practice in consolidating learning and show that even university students seem unaware of this fact.
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TLDR
An introduction to Learning and Instruction, with examples of teaching by providing Concreteness, Activity, and Familiarity, and Guiding Cognitive Processes during Learning.
Questioning as an instructional method: Does it affect learning from lectures?
What can be done to improve student engagement and learning in college lectures? One approach is to ask questions that students answer during the lecture. In two lab experiments, students received a…
Is expanding retrieval a superior method for learning text materials?
TLDR
Overall it was found that repeated testing enhanced retention more than did taking a single test, testing with feedback produced better retention than testing without feedback, but most importantly there were no differences between expanding and equally spaced schedules of retrieval practice.
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