The advantage of distributed practice in a blended learning setting

The advantage of distributed practice in a blended learning setting

Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, it was aimed to investigate the role of learners’ personalities and behaviors in their academic success (exam scores) in a blended learning setting (combination of distance learning and fac...

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Bibliographic Details
Published in:Education and information technologies Vol. 26; no. 3; pp. 3097 - 3113
Main Authors: Jost, Nathanael S., Jossen, Sina L., Rothen, Nicolas, Martarelli, Corinna S.
Format: Journal Article
Language:English
Published: New York Springer US 01-05-2021
Springer
Springer Nature B.V
Subjects:
Academic Achievement
Analysis
Blended Learning
College Students
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Distance learning
Education
Educational Technology
Foreign Countries
Information Systems Applications (incl.Internet)
Online education
Personality
Predictor Variables
Student Behavior
Student Motivation
Study Habits
Success
Time on Task
User Interfaces and Human Computer Interaction
Switzerland
Learners’ personalities
Distance learning
Blended learning
Learners’ behaviors
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Summary:Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, it was aimed to investigate the role of learners’ personalities and behaviors in their academic success (exam scores) in a blended learning setting (combination of distance learning and face-to-face learning). Next to individual differences in several variables (including intelligence), participants’ ( n = 62) learning time and learning motivation over 14 weeks (one term) using questionnaires for one learning module at the Swiss Distance University Institute was measured. Also, data on the participants’ grades at the end of the course and the number of exercises they completed during the term were obtained. A stepwise regression analysis revealed that studying at the optimal time of the day and studying regularly are relevant predictors of academic success. The results and limitations of the study are discussed in the context of academic success prediction in higher education.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-020-10424-9