Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention

Autor/inn/en	Baker, Rachel; Evans, Brent; Li, Qiujie; Cung, Bianca
Titel	Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention
Quelle	In: Research in Higher Education, 60 (2019) 4, S.521-552 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-018-9521-3
Schlagwörter	Lecture Method; Online Courses; Academic Achievement; Performance Factors; Achievement Gains; Student Improvement; Time Management; Intervention; College Students; Public Colleges; Scheduling; Scores + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schulleistung; Leistungsindikator; Achievement gain; Leistungssteigerung; Zeitmanagement; Collegestudent; Disposition
Abstract	Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a for-credit online course at a public 4-year university, we test the efficacy of a scheduling intervention aimed at improving students' time management. Results indicate the intervention had positive effects on initial achievement scores; students who were given the opportunity to schedule their lecture watching in advance scored about a third of a standard deviation better on the first quiz than students who were not given that opportunity. These effects are concentrated in students with the lowest self-reported time management skills. However, these effects diminish over time such that we see a marginally significant negative effect of treatment on the last week's quiz grade and no difference in overall course scores. We examine the effect of the intervention on plausible mechanisms to explain the observed achievement effects. We find no evidence that the intervention affected cramming, procrastination, or the time at which students did work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01