xxxxx

xxxxx

xxxxx

First, we present our learners with learning materials and messages. Second, we give them opportunities to retrieve information from memory (sometimes involving simple retrieval and sometimes including decision-making or practice). Retrieval is basically a process in which learners encounter a cue (for example, a test question) and are prompted to attempt to retrieve information stored in long-term memory (for example, answering a test question). Only after our learners attempt to retrieve information in this way do we give them feedback. Finally, after learners receive feedback, they may encounter or be directed to additional learning events. They may also engage in real-world situations that require them to retrieve and utilize what theyÕve learned. These situations may include such things as job tasks. The full context of feedback has some obvious implications. The better the original learning events are in creating understanding, the less the need for feedback (because learners will be more likely to retrieve correct information). The more the retrieval opportunity is aligned with what was learned, the less the need for feedback (because learners will be more likely to perform well in retrieving information from memory). On the other hand, there are some subtleties that are easy to overlook. The most important has to do with retrieval practice. To put it bluntly, feedback is not as important as retrieval practice in supporting later learning. If our learners are able to confidently retrieve information from memory, feedback provides little benefit. If our learners canÕt retrieve information, feedback is critical but it is not enough. The best preparation for later retrieval is a successful current retrieval, especially when the current retrieval situation mirrors the future retrieval situation. So, if we give feedback on an incorrect answer, we have to also give another retrieval opportunity. More about this later. For now, the point is that the whole context of feedback is important. The best retrieval-practice events are designed to mirror future retrieval situations. Real-world practice and high-fidelity simulations are powerful because they utilize realistic retrieval practice. Using multiple simulated contexts is beneficial as well, especially in supporting later retrieval in various situations. On the other hand, retrieval can actually impair later retrieval if it focuses on irrelevant concepts. For example, asking restaurant workers to define terminology is counter-productive in helping them to remember how to ensure food safety. 1. Retrieval is one of the most important learning factors. 2. Feedback is delivered after a retrieval attempt. 3. Retrieval is generally more important than feedback. 4. Some retrieval opportunities produce better learning than others. 5. Learning can involve the phases: (a) Building understanding, (b) Supporting retrieval, and (c) Developing fluency. 6. Feedback is valuable because it corrects misconceptions. 7. Correct and incorrect responses produce different cognitive effects. 8. Feedback is more important for incorrect responses. Thalheimer, W. (2008, May). Providing Learners with FeedbackÑPart 1: Research-based recommendations for training, education, and e-learning. Retrieved August 30, 2008, from http://www.work-learning.com/catalog/