Commentary on "Beyond Time-on-Task: The Relationship between Spaced Study and Certification in MOOCs"

Autor/in	Pardos, Zachary A.
Titel	Commentary on "Beyond Time-on-Task: The Relationship between Spaced Study and Certification in MOOCs"
Quelle	In: Journal of Learning Analytics, 2 (2015) 2, S.70-74 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Stellungnahme; Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Study Habits; Time Management; Correlation; Learning Theories; Data Collection; Data Analysis; Educational Research; Student Characteristics; College Students; Time Factors (Learning); Certification; Tests; Scores + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Study behavior; Study behaviour; Studienverhalten; Zeitmanagement; Korrelation; Learning theory; Lerntheorie; Data capture; Datensammlung; Auswertung; Bildungsforschung; Pädagogische Forschung; Collegestudent; Abschlusszeugnis; Zertifizierung; Examination; Prüfung; Examen
Abstract	In Miyamoto et al. (2015, this issue) the authors looked to substantiate the presence of the spacing effect, referenced from the psychology literature, in several MOOCs. Their secondary analyses constituted a robust, empirical finding on the correspondence between session distribution and certification but with only a coarse, analogous relationship to the theory of distributed practice. This article underscores the difficulty of validating theory and inferring causation from data produced in the wild but also the resultant rigour necessitated by this difficulty. [For "Beyond Time-on-Task: The Relationship between Spaced Study and Certification in MOOCs," see EJ1126940.] (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01