Increasing the effectiveness of active learning using deliberate practice: A homework transformation

We show how learning can be improved, beyond that shown in actively taught classrooms, by also transforming the homework using the principles of deliberate practice. We measure the impact of transforming the homework on student learning in a course that had already implemented an active approach to teaching in class. We compare performance on the same final exam in equivalent cohorts of students over three semesters of an introductory physics course: the first taught with traditional lectures and traditional homework, the second taught with active instruction coupled with traditional homework, and the last taught with both active instruction and transformed homework. We find students in the semester where both active teaching and transformed homework are used scored significantly higher on the final exam than the students taught actively but with traditional homework. This learning gain achieved by transforming the homework is comparable to that achieved by replacing traditional lectures with active teaching strategies in class. We further show the positive effects of transforming the homework on student learning through a shorter, controlled experiment. When everything but the homework implementation is controlled, students scored 5%–10% higher on a test of learning following transformed homework compared with traditional homework. This significant improvement to learning occurs despite students spending a similar amount of time on task. This study represents an initial step towards understanding how deliberate practice can be extended to improve pedagogy beyond what happens in the classroom to the out-of-class homework.

Figure 1

Schematic showing the crossover study design of the targeted experiment. Students are randomly assigned to two groups and each student experiences both homework (HW) conditions across two physics topics (statics and fluids). A 25 min-long test of learning (TOL) is administered after each HW, for each topic.

Figure 2

Measurement of the (a) average percentage score for the 3-h comprehensive examination and (b) average workload (measured in hours) outside of class, for three cohorts of students over three consecutive years. The first cohort (C1) received a traditional treatment for the lecture and homework portions of the course. The second cohort (C2) experienced a change in lecture with the introduction of active learning but maintained the same traditional homework as C1. The third cohort (C3) received the transformed homework (deliberate practice HW) as well as the active learning in lectures. Error bars on both plots show 1 SE.

Figure 3

(a) Measurement of the average percentage score for identical questions on the final examinations in PS3 for two cohorts of students over two consecutive years. The first cohort (C1) received a traditional treatment for the lecture and homework portions of the course. The second cohort (C2) experienced an entire course transformation, consisting of active learning in lecture and transformed homework (deliberate practice HW). (b) Student reported workload (outside of class, measured in hours). Error bars for both plots show 1 SE.

Figure 4

(a) Average performance on the tests of learning and (b) average time on task for students who completed the traditional homework (light gray) compared to those who completed the deliberate practice-based homework (dark gray). The same protocol was repeated for two physics topics (statics and fluids). Error bars on both plots show 1 SE.

Figure 5

Free-body diagram of the spinal column in a bend-forward position.

Figure 6

Example of a subskill targeting the choice of pivot location.

Figure 7

Example of a subskill targeting torque with arbitrary moment arm.

Figure 8

Example of a failed subskill with a difficulty level ill-suited for a specific student population.

Figure 9

Example of a failed subskill with an overwhelming amount of text and details.

Figure 10

Example of a failed subskill that attempts to target multiple skills simultaneously.