Recent research on human learning challenges conventional instructional strategies

Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406-412.


Educational practice often lags behind what research tells us about human learning. Several examples of this are presented here. The focus is on study strategies, and how certain types of review and practice seem to help learners score better on tests than do other kinds of review and practice. The effects, as well as the mismatch between theory and practice, seem especially pronounced when it comes to math learning.

For example, research seems to clearly show the benefits of interspersing ("inter-learning") various kinds of math problems in practice exercises rather than blocking groups of similar problems together, yet most math texts present blocked practice.

Similarly, research shows that spacing practice over a long period of time aids retention more than trying to compress it into a shorter time. Still, we push for accelerated courses and divide things up so that students study something intensely for a short time and then never revisit it. It's clear that "common sense" still trumps the findings of learning research.