Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10314025 | The Internet and Higher Education | 2005 | 7 Pages |
Abstract
Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes.
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Authors
Jeanine Romano, Tary L. Wallace, Ina J. Helmick, Lou M. Carey, Lisa Adkins,