Carpenter 2013 Professor Fluency and learning

Question 1

Carpenter found that

Answer 1

A fluent instructor may increase perceptions of learning without increasing actual learning

Question 2

Carpenter found that the highest levels of perceived performance were found among

Answer 2

Students who’d listen to the fluent speaker

Question 3

Carell and West’s study of professor quality found that student evaluations reward professors who increase deep learning

Answer 3

False - Profs with high evaluations were the ones who prepared students for the final exam

Question 4

Based on the results bar which bar should be a cause for concern for you

Answer 4

A - predicted success from having fluent speaker
* Bc you think that that you should not study as more if you have a fluent prof bc you THINK you learn more than what you actually do *

Question 5

1. what are the key concepts in what we read?

Answer 5

• Professor fluency
• student success rate in class based on professor

Question 6

2. What questions did the author set out to study?

Answer 6

Lecture Qualities (What is being tested)

• Instructor preparedness
• ease with which it was presented
• expressiveness of instructor
• expressiveness of instructor
  
  • is there actual learning, perceived learning, or studying behavior

Question 7

How did the authors go about studying their research questions (Study 1)

Answer 7

Study 1

• N=42
• randomly assigned to 1 of 2 videos
• same instructor content, camera position, length

Video 1

• Fluent speaker
  
  • Stood upright
  • spoke fluently w/o notes

Video 2

• Non-fluent
• Ss watched video in a private room
• knew a test was gonna happen

DVS → answered after watching video

• Fluency (5pts)
• Effectiveness (5pts)
• Estimation of recall (0-100%)
• Perceived learning (5pts)
• Interest (5pts)
• Motivation to learn (5pts)

10 min Distractor task

5 min recall of anything they remember from the video

Question 8

4. what were the results (study 1)

Answer 8

Predicted vs Actual performance

• Ppl who had fluent speakers THOUGHT they learned a lot, but they actually learned just as much as the ppl with a disfluent speaker

Predicted vs actual performance (comparison across conditions)

• Ppl thought they would learn more with a fluent speaker, than the ppl who thought they would not learn as much from a disfluent speaker

OVERALL RESULT SUMMARY

• Instructor fluency biases Ss; judgements of learning

Question 9

Ratings of professor

Answer 9

Fluent Speaker rated :

• MORE organized, knowledgable, prepared, effective

Ratings:
- Perceived learning: fluent > disfluent
- Interest: fluent = disfluent
- Motivation: fluent = disfluent

OVERALL RESULT SUMMARY

• Instructor fluency biases Ss; judgments of learning

Question 10

What questions did the author set out to study? (Study 2)

Answer 10

• Same design as Study 1 EXCEPT
  
  • They were given an opportunity to study the material
  • Have access to a trasncript of the video

DV
- Amount of time spent studying
- Same distractor task

Question 11

What are the results? Study 2

Answer 11

Results:

• Actual learning was the same across conditions (like study 1)
• Fluent Speaker rated :
  
  • MORE organized, knowledgeable, prepared, effective
• Ratings
  
  • Perceived learning: fluent > disfluent
  • Interest: fluent = disfluent
  • Motivation: fluent > disfluent (different)

*Study time was the SAME across conditions

• Ppl in disfluent felt that they were not learning as much, but they spent the same amount of time studying as the fluent ppl

Question 12

Why should we care?

Answer 12

• A fluent instructor can lead you to be overconfident
• If you want to learn, it helps to have a clear awareness of what you know
  • What you’ve learned already
  • what you still need to study
  • but you still need to act on it