Benefits of additional online practice opportunities in higher education

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2022-04-01 DOI:10.1016/j.iheduc.2021.100834

Jakob Schwerter , Thomas Dimpfl , Johannes Bleher , Kou Murayama

{"title":"Benefits of additional online practice opportunities in higher education","authors":"Jakob Schwerter , Thomas Dimpfl , Johannes Bleher , Kou Murayama","doi":"10.1016/j.iheduc.2021.100834","DOIUrl":null,"url":null,"abstract":"<div><p>Are exam grades predetermined by students' prior performance and personal characteristics, or can underperforming students catch up? We evaluate whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (<em>N</em> = 281). During the semester, students were offered two types of voluntary additional e-learning practice opportunities (some earned extra credit, others did not). These practice opportunities incorporated the study techniques of self-testing and spacing, as well as knowledge of correct responses feedback. After controlling for a large number of personal characteristics, we find that voluntary practice has a statistically significant effect on exam performance, which indicates that practicing leads to better grades. Our results show that students currently performing at any level can improve their learning outcomes through additional practice. Furthermore, the overall effect is most significant for weak students who would otherwise be expected to score low on the exam.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751621000439","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 7

Abstract

Are exam grades predetermined by students' prior performance and personal characteristics, or can underperforming students catch up? We evaluate whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (N = 281). During the semester, students were offered two types of voluntary additional e-learning practice opportunities (some earned extra credit, others did not). These practice opportunities incorporated the study techniques of self-testing and spacing, as well as knowledge of correct responses feedback. After controlling for a large number of personal characteristics, we find that voluntary practice has a statistically significant effect on exam performance, which indicates that practicing leads to better grades. Our results show that students currently performing at any level can improve their learning outcomes through additional practice. Furthermore, the overall effect is most significant for weak students who would otherwise be expected to score low on the exam.

查看原文本刊更多论文

高等教育中额外的在线实践机会的好处

考试成绩是由学生之前的表现和个人特征决定的吗?还是表现不佳的学生可以赶上来?我们评估了额外的电子学习实践机会是否改善了一组参加大学数学课程的商科学本科学生的学习成果(N = 281)。在本学期，学生们获得了两种自愿的额外电子学习实践机会(一些获得额外学分，另一些没有)。这些实践机会结合了自测和间隔的学习技巧，以及正确反应反馈的知识。在控制了大量的个人特征后，我们发现自愿实践对考试成绩有统计学上显著的影响，这表明实践导致更好的成绩。我们的研究结果表明，目前处于任何水平的学生都可以通过额外的练习来提高他们的学习成果。此外，整体效果对成绩差的学生最为显著，否则他们在考试中就会得低分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.