Previous research suggests benefits to using a multifaceted approach to encourage students to engage with the course. However, specific patterns of behavioral engagement have not been described.
Objective
The purpose of this study was to determine distinct patterns of engagement with online textbook quizzes following a weekly prompt or an extension and whether those patterns were related to student success.
Method
218 students enrolled in online, asynchronous Introduction to Psychology completed weekly electronic textbook quizzes. Students were provided two kinds of prompts to encourage completion. Quiz average, completion period, exam scores, and final averages were recorded.
Results
Results suggested that while some students increased their on-time engagement with quizzes following a prompt, the engagement did not transfer to the remainder of the semester and was not associated with higher rates of success on exams or the final grade. Those who showed increased engagement following an extension did show increased exam scores and final grades.
Conclusion
Providing one-time extensions rather than weekly reminders predicted differential course success.
Teaching Implications
Flexibility in course policies is a documented inclusivity practice. This study may encourage instructors to incorporate one-time extension windows to allow students to follow a flexible engagement schedule.
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