One small spoonful at a time. Long-form vs. shortform financial education online learning modules.

Autor/inn/en	Méndez-Carbajo, Diego; Wolla, Scott A.
Titel	One small spoonful at a time. Long-form vs. shortform financial education online learning modules.
Quelle	In: Empirische Pädagogik, 32 (2018) 3/4, S. 401-415Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0931-5020
Schlagwörter	Bildung; Empirische Untersuchung; Quasi-Experiment; Test; Bildung; Design; Information; Schüler; Test; USA; Lernerfolg; Informationsverarbeitung; E-Learning; Schüler; Lernerfolg; Schülerleistung; Lerninhalt; Design; Finanzen; Ökonomie; E-Learning; Information; Informationsverarbeitung; Online; USA
Abstract	This paper studies the differences in student learning outcomes associated with changes in the format of online learning resources. The authors compare completion rates and degrees of student achievement across several financial education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on financial education the module "The time value of money" was later "chunked" into five separate short-form learning modules. Working on a sample of 68,972 students, we adopt a two-group pre- and posttest quasi-experimental design. The authors find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. Additionally, they study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, they document changes in information absorption at the test-item level across module lengths. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/4