In examination weeks, students revisited prior topics and used exercises, whose deadlines had passed, as formative practice for the exams¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Weeks 6 and 13, students focused on revisiting every prior topic and used exercises as formative assessment practice for the midterm and final examinations. → Raković 2023

Evidence¶

Raković 2023¶

Raković, M., Ahmad Uzir, N., Matcha, W., Eagan, B., Jovanović, J., Shaffer, D. W., Pardo, A., & Gašević, D. (2023). Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom. Journal of Learning Analytics, 10(3), 64–86. https://doi.org/10.18608/jla.2023.7843

q2 · i? · associational · r1

Weekly epistemic networks for Weeks 6 and 13 (Figure 5) from the same trace-data ENA analysis. The ENA showed students' attention focused on revisiting every topic from previous weeks, with no preparatory work, and extensive use of exercises combined with some reading activities.

"Since completing the exercises in the examination weeks could not contribute to the students' final marks (their deadlines had passed in the previous weeks), these exercises played the role of formative assessments."

Discussion¶

Related Claims¶

• Low-performing students tended to procrastinate more on graded problem-solving exercises and on video watching with formative MCQs — related
• Low performers completed activities on time for fewer topics and showed less catching-up only in early topics, while high performers showed no catching-up on later topics — related
• On the final exam, high performers had more dominant strategy–time-management links than low performers, who showed dominant catching-up, ahead-with-errors, and video-revision links — related
• Students in the flipped classroom most often used the preparing and revisiting time management modes together with the summative assessment learning strategy — related
• The analytics agent surfaced a Module 2 dead zone — students stopping around the 42-minute lecture mark where exercises ended — and the instructor revised the exercise set in response — related
• Learners inclined to seek help were less likely to pass an assessment after completing a lecture — related
• Commitment devices such as deadlines show demand but mixed effectiveness for student performance — related