Abstract
Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, it was aimed to investigate the role of learners’ personalities and behaviors in their academic success (exam scores) in a blended learning setting (combination of distance learning and face-to-face learning). Next to individual differences in several variables (including intelligence), participants’ (n = 62) learning time and learning motivation over 14 weeks (one term) using questionnaires for one learning module at the Swiss Distance University Institute was measured. Also, data on the participants’ grades at the end of the course and the number of exercises they completed during the term were obtained. A stepwise regression analysis revealed that studying at the optimal time of the day and studying regularly are relevant predictors of academic success. The results and limitations of the study are discussed in the context of academic success prediction in higher education.
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This study was pre-registered (https://aspredicted.org/4kw2a.pdf). Contrary to our pre-registration, we tested the hypotheses in one learning module and did not attempt to replicate the results across modules with different learning contents. We address this point in the limitation section of the discussion.
Two studentized deleted residuals (−2.94 and −3.57) were below the critical t-value of −2.59 and were therefore removed.
In the multiple regression equation, the lower order polynomial term can only be omitted if the vertex of the parabola of the quadratic term is located exactly at x = 0, which is not the case here, therefore the linear term of hours studied has to be included in the current analysis.
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C.S.M., N.R., and S.J. conceived the presented idea. S.J. and C.S.M. prepared the study and collected the data. N.J. and C.S.M. performed the analyses. C.S.M., N.J., and S.J. wrote the manuscript. C.S.M. supervised the project and all authors discussed the results and contributed to the final manuscript.
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Jost, N.S., Jossen, S.L., Rothen, N. et al. The advantage of distributed practice in a blended learning setting. Educ Inf Technol 26, 3097–3113 (2021). https://doi.org/10.1007/s10639-020-10424-9
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DOI: https://doi.org/10.1007/s10639-020-10424-9