In a self-regulated MOOC, spacing study across more sessions predicts higher unit quiz performance within participants¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2020 · checked against its sources 2026-10-26 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i1 Greater self-regulated spacing (more sessions per unit) is a significant positive predictor of unit quiz grades, controlling for pretest, study time, retention interval, student and unit random factors. → Paulo F. Carvalho 2020

Evidence¶

Paulo F. Carvalho 2020¶

Paulo F. Carvalho, Faria Sana and Veronica X. Yan. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Science of Learning 5:2. https://doi.org/10.1038/s41539-020-0061-1

q2 · i1 · associational · r2

Regression analysis of MOOC log data from 747 course completers, with student and unit as random factors and pretest grade and time spent in unit as covariates. Spacing was defined as the number of sessions per unit; the model showed "spacing was a significant predictor of unit quiz grades, β = 0.10".

"Results (see Supplementary Table 1) revealed that spacing was a significant predictor of unit quiz grades, β = 0.10, SE = 0.02, t(6593.84) = 6.41, p < 0.001."

Discussion¶

Related Claims¶

• Higher-ability students are more likely to space their study in a self-regulated online course — related
• Students who spaced their study more also performed better on the MOOC final exam — related
• Shorter retention intervals predict higher quiz grades, and the spacing benefit holds even at short retention intervals — related
• The positive relationship between spacing and quiz performance is greater for students who complete fewer activities — related