I am looking and search about some studies that dealt with the issue of learning losses, and how to reduce it, and increase the knowledge stock of students.
Not directly on target, but you might try looking at Henry Roediger's work on enhancing retention of classroom learning. For a taste, watch: https://youtu.be/oqae85jbfbE
Dear Prof. Tashtoush!
You pointed to a very important topic. This issue is a case (girls/boys, primary school/upper secondary high school, or college/university, subject to learn)- and context (country, infrastructure, available resources) -dependent problem to consider. I think COVID-19 pandemic is a key influencing factor:
1) Naidoo, L., D’warte, J., Gannon, S. et al. Sociality, resilience and agency: how did young Australians experience online learning during Covid-19?. Aust. Educ. Res. 49, 81–96 (2022). https://doi.org/10.1007/s13384-021-00500-5 Open access: Article Sociality, resilience and agency: how did young Australians ...
2) Alsuraihi, A.A. The effect of implementing mind maps for online learning and assessment on students during COVID-19 pandemic: a cross sectional study. BMC Med Educ 22, 169 (2022). https://doi.org/10.1186/s12909-022-03211-2, Open access: Article The effect of implementing mind maps for online learning and...
3) Felipe J. Hevia, Samana Vergara-Lope, Anabel Velásquez-Durán, David Calderón, Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico, International Journal of Educational Development, Volume 88, 2022, Open access: Article Estimation of the fundamental learning loss and learning pov...
'4) Çiğdem Haser, Oğuzhan Doğan, Gönül Kurt Erhan,
Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices, International Journal of Educational Development,
Volume 88, 2022, Open access: Article Tracing students’ mathematics learning loss during school cl...
Yours sincerely, Bulcsu Szekely
Thank you Prof. Szekely, and for your answer.
Good papers.
I will use it in my research
what is the meaning of forget? forgetting happens when the data are not hierarchy or set appropriately. in order to remember a bit of memory, you must hierarchy and set the data, when you learn them. there are a lot of ways to setting data in your memory when you learn them. for example you can read a variety of lessons or books or courses in variety of places. there is method to remembering that explains the affection of content to remembering. when you read a course only near the window, the place can help you to remember the course. another mater must be read in balcony, some one else in the sitting room and ... . professor Joyce has a session in his book. but I will critique him as soon.
good luck.
I am forgetting many things. When again remind or read the same thing it remembers. Interesting things for the individuals retain longtime in mind. Unused things automatically forgotten. If one wants to learn again the same things it may retain for short periods. It depends on mental ability, age, purpose, situation, level, and other factors also.
Hi Mohammad,
maintain motivation in students, or more importantly that people are automotive. Kind regards
Positive thinking, Maditation, Morning walk, Refreshment tour in local area, Positive discussion with friends, Punctuality, Regular excercise, Regular Study and think more whatever you studied, this are the best way for mental fitness and it reduces the learning losses.
Interesting question and replies.
I assume that it always depends on the learner and the context.
Practices such as keeping a portfolio of knowledge might help.
Certainly any knowledge that keeps being used, is remembered and well learned.
Probably, it all comes down to appropriate management.
I believe that learning losses can be reduced by having an efficient teacher
Dear Nima A. Hussein
What about Natural and artificial disasters, such as COROCA ??
As a teacher, I always focus on deliver to my students organized and hierarchized information. Then, in my classes I work with the idea of frequency, repetition and application of the information in various scenarios, always remembering that less is more. Afterwards, I usually apply and solve exercises with the students. Finally, when everything else seems to be working, I try to make the studants autonomous in the subject usually by envolving them in the production of simple cientific investigations, and I think that this is the main key on the learning process: the aplication of the learned concepts in the search for solutions. Obviously, it doesn't always work perfectly, but I often get good feedback from most of my students.
If a learner is ready to learn and has keen interest, he can move a miles far within a limited period. Now, the point is how can create such a situation for the learners. It is innovative, creative and skillful teachers who can contribute a lot for this situation. Others have to take initiatives. If one has strong determination and will power success will sure. If one has will, means will come spontaneously. Thanks for great thinking!
Dear Mohammad A. Tashtoush . See the following useful RG links: Article Learning losses and educational inequalities in Europe: Mapp...
Article Learning loss due to school closures during the COVID-19 pandemic
https://dergipark.org.tr/en/pub/kefdergi/issue/65531/811834
Kindly see also the following useful RG links: Article Learning Loss in Vulnerable Student Populations After the Fi...
Article Learning Loss: A Real Threat in Education for Underprivilege...
https://files.eric.ed.gov/fulltext/ED615067.pdf
https://www.google.com/amp/s/www.wsj.com/amp/articles/how-to-make-up-the-covid-learning-loss-pay-homework-zoom-deficit-reading-math-11653923529
Also check please the following useful RG links : Article Build back better: Avoid the learning loss trap
https://www.google.com/amp/s/www.thedailystar.net/recovering-covid-reinventing-our-future/blueprint-brighter-tomorrow/news/learning-loss-covid-19-2960811%3Famp
https://www.ibo.org/contentassets/438c6ba2c00347f0b800c536f7b1fab8/lost-learning-en.pdf
The pandemic has set back learning for all students. Educators, parents, and students know firsthand the high cost of the prolonged period of remote learning, from rising rates of depression and anxiety to the loss of student learning. The COVID-19 pandemic has taken an especially heavy toll. Along with robbing them of lives and livelihoods, school shutdowns may have denied students the opportunity to get the education they need to build a brighter future. This is, indeed, the high cost of COVID-19. The disparities in basic conditions for learning are reflected in the results of formative assessments taken by several educational institutions for students of various levels.
Many educators believe that the world is generally facing a high hurdle to reduce learning loss. The loss has upended the education systems in many countries of the world. One of the remedies proposed is high-intensity tutoring.
A lot still remains to be handled. The real challenge is to curb losses and accelerate learning for all levels.
Please browse:
The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets
file:///C:/Users/User/Downloads/jrc121071.pdf
The following could also be useful:
COVID-19 and learning loss—disparities grow and students need help
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.strumpfassociates.com/demo/wp-content/uploads/2021/01/COVID-19-and-learning-loss-disparities-grow-and-students-need-help-V2-1.pdf
The following articles deal with the same topic:
Self-Phased Learning for Reducing Teachers’ Learning Loss with Guru Binar
http://ejournal.uinsaizu.ac.id/index.php/tarling/article/view/5241
Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss
https://www.sciencedirect.com/science/article/pii/S0738059320304855
Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery.
https://www.sciencedirect.com/science/article/pii/S073805932100050X
The Legacy of COVID-19 in Education
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3945280
Lost Wages: The COVID-19 Cost of School Closures
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3682160
Mix It Up: Testing Students on Unrelated Concepts Can Help Jump-Start Learning – Association for Psychological Science – APS
Sana, F., & Yan, V. X. (2022). Interleaving retrieval practice promotes science learning. Psychological Science, 33(5), 782–788. https://doi.org/10.1177/09567976211057507
In my opinion, strategies should be generated with the use of striking tools that generate curiosity and expectations in the student to learn, ask questions and share knowledge with their peers.
Hi Mr, Mohammad A. Tashtoush, in my opinion, focusing on the subject while learning, staying away from distractions, and visualizing the learned material in the mind are one of the most important principles of learning.
Self-study programs enable students to gradually move toward mastery of basic skills. In order to explain better in the classroom instead of the teacher, they are forced to gain knowledge and mastery. Self-learning activities can be used with little teacher guidance and involvement. In the beginning, we should measure the student's learning level. Then, regardless of age or educational level, group them based on their mastery of skills and train them in a specific time frame during the school day or on holidays. Teachers should provide instruction tailored to students' learning levels—not curriculum expectations.
There are several factors responsible for learning loses. The most important point is motivating the students to learn. If learners create interest in learning, learning material, learning environment, he can achieve it anyhow. Now a days, many opportunities are available.
I recommend this analyses on projections of learning losses and possible strategies for recovery:
Article Projecting the Potential Impact of COVID-19 School Closures ...
The State of the Global Education Crisis: A Path to Recovery:
https://www.worldbank.org/en/topic/education/publication/the-state-of-the-global-education-crisis-a-path-to-recovery
And our cited references in this journal article:
Arias-Velandia, N. & Rincón-Báez, W. U. (2021). Educación básica y media durante el aislamiento social en la pandemia de COVID-19: Implicaciones para el derecho a la educación. Panorama, 15(29), 176-204.
https://dialnet.unirioja.es/servlet/articulo?codigo=8080046
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