Please use this identifier to cite or link to this item: https://doi.org/10.1080/09658211.2020.1815790
Title: Learning from errors: students' and instructors' practices, attitudes, and beliefs
Authors: Pan, Steven C 
Sana, Faria
Samani, Joshua
Cooke, James
Kim, Joseph A
Keywords: Social Sciences
Psychology, Experimental
Psychology
Errorful generation
learning from errors
pretesting
prequestions
productive failure
survey
ACADEMIC-ACHIEVEMENT
FEEDBACK
FAILURE
STRATEGIES
KNOWLEDGE
RESPONSES
MISTAKES
QUESTION
BENEFIT
VIDEO
Issue Date: 9-Sep-2020
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Citation: Pan, Steven C, Sana, Faria, Samani, Joshua, Cooke, James, Kim, Joseph A (2020-09-09). Learning from errors: students' and instructors' practices, attitudes, and beliefs. MEMORY 28 (9) : 1105-1122. ScholarBank@NUS Repository. https://doi.org/10.1080/09658211.2020.1815790
Abstract: In some educational contexts, such as during assessments, it is essential to avoid errors. In other contexts, however, generating an error can foster valuable learning opportunities. For instance, generating errors can improve memory for correct answers. In two surveys conducted at three large public universities in North America, we investigated undergraduate students’ and instructors’ awareness of the pedagogical benefits of generating errors, as well as related practices, attitudes, and beliefs. Surveyed topics included the incorporation of errors into learning activities, opinions about the consequences of studying errors, and approaches to feedback. Many students had an aversion towards making errors during learning and did not use opportunities to engage in errorful generation, yet studied or analysed errors when they occurred. Many instructors had a welcoming attitude towards errors that occur during learning, yet varied in providing students with resources that facilitate errorful generation. Overall, these findings reveal the prevalence of an ambivalent approach to errors: Students and instructors avoid generating errors but prioritise learning from them when they occur. These results have important implications for the implementation of pretesting, productive failure, and other error-focused learning techniques in educational contexts.
Source Title: MEMORY
URI: https://scholarbank.nus.edu.sg/handle/10635/228356
ISSN: 09658211
14640686
DOI: 10.1080/09658211.2020.1815790
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