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Measuring study time distributions: implications for designing computer-based courses.

R Taraban1, W S Maki, K Rynearson

  • 1Department of Psychology, Texas Tech University, Lubbock 79409-205, USA.

Behavior Research Methods, Instruments, & Computers : a Journal of the Psychonomic Society, Inc
|September 25, 1999
PubMed
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College students, whether in traditional or online courses, primarily cram for exams. Despite available online study tools, students use them mainly for last-minute review, missing opportunities for spaced learning.

Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Online Learning

Background:

  • Traditional lecture-test courses and World-Wide Web (WWW) courses were examined.
  • Student study habits were investigated in both beginning and experienced college students.
  • The study focused on understanding when and how students utilize study resources.

Purpose of the Study:

  • To analyze student study time patterns in different course formats.
  • To determine if online study materials are used effectively by students.
  • To identify discrepancies between self-reported study habits and actual behavior.

Main Methods:

  • Self-reported study times were collected from college students.
  • Automatic measures, including computer records, WWW page hits, and email archives, were used.

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  • Data from both traditional and online course formats were analyzed.

    • Main Results:

    • Students in both formats predominantly studied just before exams, indicating massed practice.
    • Automatic measures corroborated self-reported study time distributions.
    • Online study materials were mainly used for reviewing before in-class exams, not for spaced learning.

    Conclusions:

    • Regardless of course format, students exhibit a pattern of cramming for exams.
    • Technology offers new learning avenues, but students do not engage with study aids optimally.
    • Instructional strategies are needed to encourage timely use of digital learning resources.