Literaturnachweis - Detailanzeige
| Autor/inn/en | Sheridan, Brandon; Smith, Ben; Pleggenkuhle-Miles, Erin |
|---|---|
| Titel | Short vs. Long: Cognitive Load, Retention and Changing Class Structures |
| Quelle | In: Education Economics, 25 (2017) 5, S.501-512 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Smith, Ben) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0964-5292 |
| DOI | 10.1080/09645292.2017.1305099 |
| Schlagwörter | Cognitive Processes; Difficulty Level; Retention (Psychology); Student Characteristics; Scheduling; Time Factors (Learning); Test Score Decline; Banking; Monetary Systems; Macroeconomics; Robustness (Statistics); Nontraditional Students; College Students; Evening Programs; Observation; Quasiexperimental Design; Least Squares Statistics; Regression (Statistics); Statistical Analysis |
| Abstract | University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes--some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load. Using a panel of 124 students (372 observations) and a differencing approach that controls for student characteristics, we show that student exam performance decreases by approximately one-half letter grade on content taught in the second half of a long class (significant at the 5% level). (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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