持久性(不连续性)
考试(生物学)
情感(语言学)
大型网络公开课
心理学
数学教育
沟通
工程类
生态学
生物
岩土工程
作者
Mark V. Janelli,Anastasiya A. Lipnevich
标识
DOI:10.1016/j.compedu.2020.104076
摘要
This study examined the effects of pre-tests and feedback on learning and persistence in a massive open online course (MOOC). Participants (N = 399) from around the world enrolled in the American Museum of Natural History's (AMNH) climate change MOOC and were randomly assigned to one of four experimental conditions. Learners in the first group took pre-tests without receiving feedback. Learners in the second group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third group took pre-tests and received elaborate feedback. The fourth group was the control. Learning outcomes were measured via post-tests. Results indicated that: (1) among all students, pre-tests and feedback did not affect learning outcomes; (2) pre-tests negatively affected persistence; (3) among those who completed the course, pre-tests positively affected learning outcomes; and (4) among those who took pre-tests, persistence positively affected learning. These findings represent a new contribution to assessment and feedback literature.
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