Analyzing the relative learning benefits of completing required activities and optional readings in online courses
Analyzing the relative learning benefits of completing required activities and optional readings in online courses
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分析在线课程中完成必修活动和可选阅读材料的相对学习效益
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
K. Koedinger
中科院分区：
文献类型：
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作者：
Paulo F. Carvalho;Min Gao;Benjamin A. Motz;K. Koedinger
积极参与学习材料的学生，例如通过完成更多的实践活动，表现出更好的学习成果。一个直接的步骤来刺激这种可取的行为是要求学生完成活动，淡化阅读材料的作用。然而，这种方法可能会产生不希望的后果，例如在短时间内完成的活动数量膨胀，直到达到最大性能（“游戏系统”）。在本文中，我们分析了在一门要求学生进行实践活动的在线课程中，完成活动与阅读对学习成果的相对好处。结果表明，阅读更多页面的学生比完成更多活动的学生有更好的学习成果。这种结果模式即使在考虑不同的主动参与措施时也是成立的，但在只考虑被"游戏行为"分类器分类为有效主动参与的活动时则相反。总的来说，这些结果表明，当完成活动是必需的，学生受益于补充可选的阅读活动。一种可能性是，完成可选阅读本身可以是一种积极的学习活动，由超出最低要求的学生驱动，并积极寻求补充活动的进一步信息和强有力的反馈。
Students who actively engage with learning materials, for example by completing more practice activities, show better learning outcomes. A straightforward step to stimulate this desirable behavior is to require students to complete activities and downplay the role of reading materials. However, this approach might have undesirable consequences, such as inflating the number of activities completed in a short period of time until maximum performance is achieved (“gaming the system”). In this paper, we analyze the relative benefits of completing activities vs. readings for learning outcomes in an online course that required students to perform practice activities. The results show that students who read more pages have better learning outcomes than students who completed more activities. This pattern of results holds even when considering different measures of active engagement but is reversed when considering only activities classified as effective active engagement by a “gaming behavior” classifier. Overall, these results suggest that, when completing activities is required, students benefit from complementing the activities with optional readings. One possibility is that completing optional readings can be an active learning activity in itself, driven by students who are going beyond the minimum requirement, and actively seeking further information and robust feedback that complements the activities.