Self-regulated spacing in a massive open online course is related to better learning
Self-regulated spacing in a massive open online course is related to better learning
复制标题
DOI：
10.1038/s41539-020-0061-1
复制
发表时间：
2020-01-01
影响因子：
4.2
通讯作者：
Yan, Veronica X.
中科院分区：
文献类型：
--
作者：
Carvalho, Paulo F.;Sana, Faria;Yan, Veronica X.
在这项研究中，我们考察了学生在大规模开放在线课程（MOOC）中自然的学习行为。我们发现，总体而言，将学习分散到多个课时——增加间隔——与提高单元末测验的表现有关，即使是在比较同一学生在课程的不同时间点时也是如此。此外，我们还发现，在谁更有可能进行间隔学习并从中受益方面，存在着重要的差异。能力较高的学生和更有可能完成课程活动的学生更有可能将学习间隔化。然而，间隔时间的好处对那些能力较低的学生和那些不太可能完成活动的学生来说是最大的。这些结果表明，间隔学习可能起到缓冲作用，可以提高低能力学生和不参与积极练习的学生的表现。本研究强调了间隔在现实学习情境中的积极影响，但更重要的是，自我调节的学习决策在塑造间隔练习的影响中的作用。
In this study, we examined students' natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions-increasing spacing-was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.