"Internet-Based Spaced Repetition Learning In and Out of the Classroom: Increasing Independent Student Use", Bailey 2013 http://www.i-repository.net/contents/asia-u/11300207.pdf
> This article presents the results from the second semester of a two-semester > project exploring the incorporation a spaced-repetition system (SRS), > flashcard computer program, Anki, and its website, into an English as a > Foreign Language (EFL) classroom. The overall goal of the project was to > teach Japanese university students to be independent users of mobile > technology in order to effectively and efficiently learn English. In the > first semester, students were introduced to Anki and shown how to use it. At > the end of the semester, results showed that student usage of Anki was very > low. From an analysis of the first semester of the project (Bailey & Davey, > 2011), two possible problem areas were identified: (1) students did not know > how to use Anki and therefore could not use it independently; and (2) > students did not understand how Anki could help them learn because they had > not experienced correct use of the program. For the second semester, > solutions were proposed and implemented. Results show that students were able > to use Anki independently and correctly, and comparison of usage data from > first and second semester showed an overall increase in student usage. > Additionally, some results showed a dramatic increase in Anki use, indicating > students were using the program outside of the classroom. > > ...The horizontal axis represents students, and the vertical axis represents > the number of times a student studied a card, a “repetition.” The average > number of repetitions per student was 61. Two completed more than 200, and > completed zero repetitions. Since this Anki use occurred outside of the > classroom, it was not possible to determine where and how the students > studied or whether they studied correctly or not. > > ...To address the above problems, three solutions were proposed for the > second semester. > Independent Anki use. First, I would teach the students how to create their > own Anki user accounts and flashcards from class materials. Second, I would > teach them how to access their Anki accounts and study their flashcards. > Third, I would teach them how to add new flashcards to their existing deck of > flashcards. > Correct Anki use modeling. As a group, I would regularly and consistently > show them how to study with Anki by teacher-modeled use in class, focusing on > accurate self-evaluation of answer and providing correct feedback. > > ...Materials > As part of the class content, a new dialog was introduced each week. Each > dialog was approximately six to eight lines long with five additional > scenarios to practice the dialog structure. From the dialogs, students > created flashcards that had a full sentence or question in Japanese on the > front and the English translation on the back. From the accompanying > scenarios, additional flashcards with key vocabulary were created in the same > format. This resulted in approximately 11 to 18 flashcards per week. > > ...Independent Anki use: To create more independent users of Anki, the class > met in a computer lab once a week. On the first computer lab day, students > learned how to access the Anki website on a desktop computer and how to make > their own Anki user accounts. In the second week, students learned how to > create a new deck and new flashcards from the previous week’s dialog > activity. Also, in the second week, during regular class, students learned > how to access their Anki website accounts and study their cards on > smartphones. In the third week, students learned how to add new cards to > their decks. Throughout the rest of the semester, students added new cards on > a weekly basis. Students who finished early on those days were encouraged to > study their decks. This created an opportunity for additional practice and > instruction of correct Anki use. > Correct Anki use modeling. To increase students' understanding of correct > Anki use, correct use was modeled approximately once a week during the > semester. The Anki desktop program with a deck of flashcards made from the > class materials was displayed on a widescreen television in class. With full > class attention, a flashcard with the Japanese language prompt was shown on > the screen. A random student was chosen to produce the English equivalent. > The student’s answer was written on the board. Other students were called > upon to rate the first student’s answer, based on the four options for > feedback. The original student was asked for a self-rating. Finally, I gave a > rating and explained the rationale behind that rating. This process was > repeated for approximately five to ten minutes > Student-pair Anki use. To increase exposure to correct use of Anki, students > participated in pair work once or twice a week. Students logged into their > Anki website accounts on a smartphone and passed the device to their partner. > This allowed all students to participate, even if they did not own a > smartphone. The partner quizzed the first student on their Anki deck by > reading the Japanese language prompt. If the first student’s response was > correct, the partner pushed the appropriate feedback button. This reduced the > problem of students incorrectly rating their own answers. If the response was > incorrect, the partner said the correct answer and the first student repeated > it. Then, the partner showed the first student the answer on the smartphone > and pushed the “again” (incorrect answer) feedback button. > > ...As in the earlier chart, the horizontal axis represents students in the > same order, and the vertical axis represents the number of times a student > studied a card, a “repetition.” From the chart, it is obvious that the usage > in the second semester was greater. With a highest usage of 611 repetitions, > and a lowest of 92, the average number of repetitions per student was 246 > compared to 61 from the first semester, an increase of over 400 percent. Sounds like a major time-investment to get any usage. A 4x increase when hardly anyone was using it the first time around...? -- gwern http://www.gwern.net -- You received this message because you are subscribed to the Google Groups "mnemosyne-proj-users" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. 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