Completion Deadlines, Adaptive Learning Assignments, and Student Performance

Autor/inn/en	Miller, Laurie A.; Asarta, Carlos J.; Schmidt, James R.
Titel	Completion Deadlines, Adaptive Learning Assignments, and Student Performance
Quelle	In: Journal of Education for Business, 94 (2019) 3, S.185-194 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2018.1507988
Schlagwörter	Individualized Instruction; Academic Achievement; Assignments; Time Management; Electronic Learning; Educational Technology; Computer Assisted Instruction; Student Characteristics; Grade Point Average; College Entrance Examinations; Scores; Homework; Mathematics Tests; Student Evaluation; Undergraduate Students; ACT Assessment + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Schulleistung; Assignment; Auftrag; Zuweisung; Zeitmanagement; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Aufnahmeprüfung; Hausaufgabe; Schulnote; Studentische Bewertung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The authors examine effects on student performance, from applying different deadline strategies to online assignments in face-to-face principles of macroeconomics courses. Students in one section were required to complete weekly adaptive learning assignments. Students in the second section were required to complete the adaptive assignments only before each of the three exams administered in the course, thereby giving students more control over when to complete them. The findings show that the presence of rigid deadlines detracted from student participation with the adaptive learning assignments. However, the assignments contributed positively to performance in the traditional assessment categories of homework and exams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01