Spaced Learning: Reducing the time taken to teach concepts

Research output: Contribution to journalSpecial issuepeer-review


One of the challenges in technical education is the vast number of concepts that must be transmitted in order to be applied later to higher order thinking skills. The learner is expected to retain concepts for several months before applying knowledge in tests or in the workplace. Within STEM education it is essential for educators to adopt strategies to reduce the cognitive load of their students. This paper proposes the adoption of Spaced Learning during STEM courses to assist learners in the long-term memorisation and retrieval of concepts. This pedagogy has been in education for over a hundred years but recent breakthroughs in neuroscience and cognitive psychology has reignited its potential as behavioural scientists better understand how the long- term memory is stimulated. Although the evidence is compelling, research on spaced learning as applied to complex subjects such as STEM has been in short supply. A large-scale trial into science attainment in England is being conducted to discover whether spaced learning can be applied to complex subjects such as STEM and the evaluation report is due to be published in 2020
Original languageEnglish
Pages (from-to)85-89
Number of pages5
JournalInternational Electrical Engineering Transactions
Volume4 (7)
Issue number2
Publication statusPublished - 01 Jul 2018

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