Learning when time is an option

Generally, students would like more time in class to understand nuances of material for a variety of reasons. However, current scheduling limits terms to durations ranging from three to 16 weeks. This paper discusses an experimental system allowing learning outcomes to occur beyond normal scheduling...

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Autores principales:	Randy Beavers, Richard Dadzie
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2020
Materias:	pedagogy traditional online hybrid cognitive load introductory finance Business HF5001-6182 Management. Industrial management HD28-70
Acceso en línea:	https://doaj.org/article/280ade298504487da1638f680f738d55
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spelling	oai:doaj.org-article:280ade298504487da1638f680f738d552021-12-02T18:23:49ZLearning when time is an option2331-197510.1080/23311975.2020.1826633https://doaj.org/article/280ade298504487da1638f680f738d552020-01-01T00:00:00Zhttp://dx.doi.org/10.1080/23311975.2020.1826633https://doaj.org/toc/2331-1975Generally, students would like more time in class to understand nuances of material for a variety of reasons. However, current scheduling limits terms to durations ranging from three to 16 weeks. This paper discusses an experimental system allowing learning outcomes to occur beyond normal scheduling constraints by allowing students to finish the course beyond the official allotted time and measuring the results. Data were collected from the instructor’s website that posted grades with anonymous names provided by students. Univariate t-testing was used to determine any statistically significant benefits as measured by grades from the time extension. Students who had already passed the course retook exams to raise their grades, but most students who failed during the normal time constraint still failed, even with the extended time option. Passing rates decreased and overall learning outcomes measured by test scores and a homework assignment also decreased. Delivery formats were also analyzed, which vary from online only, to hybrid where the class meets once a week, to traditional where the class meets twice a week with a weekly lab. According to final grades earned, the hybrid and traditional classes performed better than online. These findings suggest that some human interaction beyond the digital classroom is necessary in order to observe improved student outcomes. A pedagogical experiment considering extended time in higher education for this length of time is not documented in the literature.Randy BeaversRichard DadzieTaylor & Francis Grouparticlepedagogytraditionalonlinehybridcognitive loadintroductory financeBusinessHF5001-6182Management. Industrial managementHD28-70ENCogent Business & Management, Vol 7, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	pedagogy traditional online hybrid cognitive load introductory finance Business HF5001-6182 Management. Industrial management HD28-70
spellingShingle	pedagogy traditional online hybrid cognitive load introductory finance Business HF5001-6182 Management. Industrial management HD28-70 Randy Beavers Richard Dadzie Learning when time is an option
description	Generally, students would like more time in class to understand nuances of material for a variety of reasons. However, current scheduling limits terms to durations ranging from three to 16 weeks. This paper discusses an experimental system allowing learning outcomes to occur beyond normal scheduling constraints by allowing students to finish the course beyond the official allotted time and measuring the results. Data were collected from the instructor’s website that posted grades with anonymous names provided by students. Univariate t-testing was used to determine any statistically significant benefits as measured by grades from the time extension. Students who had already passed the course retook exams to raise their grades, but most students who failed during the normal time constraint still failed, even with the extended time option. Passing rates decreased and overall learning outcomes measured by test scores and a homework assignment also decreased. Delivery formats were also analyzed, which vary from online only, to hybrid where the class meets once a week, to traditional where the class meets twice a week with a weekly lab. According to final grades earned, the hybrid and traditional classes performed better than online. These findings suggest that some human interaction beyond the digital classroom is necessary in order to observe improved student outcomes. A pedagogical experiment considering extended time in higher education for this length of time is not documented in the literature.
format	article
author	Randy Beavers Richard Dadzie
author_facet	Randy Beavers Richard Dadzie
author_sort	Randy Beavers
title	Learning when time is an option
title_short	Learning when time is an option
title_full	Learning when time is an option
title_fullStr	Learning when time is an option
title_full_unstemmed	Learning when time is an option
title_sort	learning when time is an option
publisher	Taylor & Francis Group
publishDate	2020
url	https://doaj.org/article/280ade298504487da1638f680f738d55
work_keys_str_mv	AT randybeavers learningwhentimeisanoption AT richarddadzie learningwhentimeisanoption
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Learning when time is an option

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