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.

中文翻译：

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通过深思熟虑的实践提高主动学习的有效性：家庭作业的转变

我们将展示如何通过主动练习的原则来改变家庭作业，从而超越主动授课的课堂，从而改善学习效果。我们在已经实施了积极的课堂教学方法的课程中，评估了改变家庭作业对学生学习的影响。我们在物理入门课程的三个学期中，对同等学期的学生在同等队列中的表现进行了比较：第一堂课采用传统讲座和传统功课，第二堂课采用主动教学与传统功课结合，最后一堂课采用主动教学与传统功课结合指导和改造的作业。我们发现，在本学期的学生中，在进行期末考试时使用主动教学和变换作业的学生的分数明显高于那些积极学习但采用传统作业的学生。通过改变家庭作业而获得的学习收益与通过在课堂上采用主动的教学策略代替传统讲座所获得的收益是可比的。我们还通过一个较短的受控实验进一步证明了改变家庭作业对学生学习的积极作用。如果控制了除家庭作业实施以外的所有内容，与传统的家庭作业相比，在转换后的家庭作业之后的学习测试中，学生的得分将提高5％–10％。尽管学生在任务上花费了相似的时间，但是学习的这种显着改善还是会发生。