{"id":1759,"date":"2026-09-11T03:45:16","date_gmt":"2026-09-11T03:45:16","guid":{"rendered":"https:\/\/jobs.qalamscholar.com\/?p=1759"},"modified":"2026-09-11T03:45:16","modified_gmt":"2026-09-11T03:45:16","slug":"call-for-sharing-teaching-practice-and-repost-of-student-ability-self-regulated-spaced-practice-and-performance-in-online-learning","status":"publish","type":"post","link":"https:\/\/jobs.qalamscholar.com\/?p=1759","title":{"rendered":"Call for Sharing Teaching Practice and Repost of Student Ability, Self-Regulated Spaced Practice, and Performance In Online Learning"},"content":{"rendered":"
\n

By Carolina Kuepper-Tetzel<\/em><\/p>\n

I\u2019m in the middle of preparing for the fast-approaching academic year. Together with a colleague, I will be teaching a brand-new course (\u2018Life Lab: The Art and Science of Thriving<\/a>\u2018) and I\u2019m looking forward to it. As part of my preparation I tend to take stock of activities I\u2019d like to keep, improve, stop, or start. The ultimate goal for me is that my students have a positive learning experience and develop their self-regulated learning. I looked back at pieces I wrote and came across one that looked at a study on student ability, spaced practice, and self-regulation. Because I will be teaching students with low to no prior knowledge in my course, the findings of that study helps inform my practice. <\/p>\n

Action Required: Call For Sharing Teaching Practice!<\/strong> I thought it would be great if we crowdsourced activities in teaching that educators around the world are planning to k<\/strong>eep, i<\/strong>mprove, s<\/strong>top, and s<\/strong>tart (KISS) this academic year. I will use your input to write a blog post about it to share your teaching practice examples with a wider audience. If you are interested in contributing to this, please fill out the KISS form<\/a>. Thanks.<\/p>\n

I hope you enjoy the repost of a piece that was originally published on 29 May 2020<\/a>.<\/p>\n

Recap: Researching spaced practice<\/strong> <\/h3>\n

When researchers investigate spaced practice, they usually manipulate the time between two or more learning sessions and investigate the effect of different spacings on final memory performance. For example, they would set up three spacing conditions \u2013 no spacing between learning sessions, 1 day between learning sessions, 1 week between learning sessions \u2013 and randomly assign students to one of these conditions. Later, all students take the same final test and the test scores are compared between conditions. Using this approach, we can draw conclusions about whether spacing between study sessions leads to better test performance. Many experiments of this kind show large benefits of spacing one\u2019s study sessions. While these experiments are a vital starting point for practical recommendations, it is important to cross validate the findings using different research approaches and to investigate natural student behavior as it occurs in real learning environments.\u00a0<\/p>\n

<\/p>\n

\"\"

\n

Image from Pixabay<\/p>\n<\/figcaption><\/figure>\n

Recording authentic student study behavior<\/strong> <\/h3>\n

A recently published study by Carvalho, Sana, and Yan (1)<\/em> contributes to the evidence base supporting spaced practice by approaching the question about the benefits of spaced practice differently: They recorded the authentic study behavior of students enrolled in an online course. The online course consisted of 12 units and required students to complete readings, watch video lectures, and engage in activities. Each week concluded with a unit quiz and students took a final exam covering the entire material after the last unit. The researchers used data that was recorded in the online course platform to analyze student behavior (i.e., learning analytics): number of times students logged in and engaged with tasks (i.e., number of sessions), intervals between interacting with tasks, total time spent on activities, activity completion rate, and so on. As indicator for spacing they used the number of sessions students took to complete a unit \u2013 with more sessions translating to more spacing. What is neat about this approach is that it allows capturing natural student learning behavior in an authentic learning environment. Study behavior data of 639 students was analyzed.<\/p>\n

\n

Relationship between student ability, self-regulated spaced practice, and performance<\/strong> <\/h3>\n

Three main outcomes emerged from this study: <\/p>\n

    \n
  1. \n

    More spacing was associated with higher performance on quizzes \u2013 independent of the total time spent on a unit or student performance on a pretest (i.e., student ability). Put differently, when students used more spacing when interacting with the unit material they performed better on the quizzes.<\/p>\n<\/li>\n

  2. \n

    More able students tended to space their study sessions more than less able students. However, and this is intriguing, less able students benefitted much more from spacing than more able students: For low ability students, more spacing was clearly associated with higher quiz performance, whereas, for high ability students, quiz performance was not associated with spacing \u2013 they performed well independent of spacing.<\/p>\n<\/li>\n

  3. \n

    Student engagement with the activities in the course moderated the relationship between spacing and quiz performance. When students completed less activities in the online course, spacing was more strongly associated with higher quiz performance. The authors explain that \u201cspacing out study appears to buffer students against the negative effects of otherwise passive learning\u201d. Put differently, students who are less motivated to complete learning tasks may be able to make up for this by spacing their study sessions. <\/p>\n<\/li>\n<\/ol>\n

    <\/p>\n

    \"\"

    \n

    Image from Pixabay<\/p>\n<\/figcaption><\/figure>\n

    Conclusion<\/strong> <\/h3>\n

    Using an approach that allowed for a more authentic analysis of student behavior added to the supporting evidence for spaced practice as a beneficial learning strategy. An interesting point raised in this study is the role of student ability and the finding that spacing particularly increased quiz performance for low ability students. Moreover, a lack of engagement with learning activities could be attenuated by adding more spacing during studying. <\/p>\n

    \n

    Header image by Vitaly Gariev on Pexels<\/a><\/p>\n

    \n

    References:<\/p>\n

    (1)<\/em> Carvalho, P. F., Sana, F., & Yan, V. X. (2020). Self-regulated spacing in a massive open online course is related to better learning.\u00a0NPJ Science of Learning<\/em>,\u00a05<\/em>, 1-7.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    By Carolina Kuepper-Tetzel I\u2019m in the middle of preparing for the fast-approaching academic year. Together with a colleague, I will be teaching a brand-new course … <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1759","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"\nCall for Sharing Teaching Practice and Repost of Student Ability, Self-Regulated Spaced Practice, and Performance In Online Learning - Jobs & Scholarships<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/jobs.qalamscholar.com\/?p=1759\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Call for Sharing Teaching Practice and Repost of Student Ability, Self-Regulated Spaced Practice, and Performance In Online Learning - Jobs & Scholarships\" \/>\n<meta property=\"og:description\" content=\"By Carolina Kuepper-Tetzel I\u2019m in the middle of preparing for the fast-approaching academic year. 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