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Evaluation of a Web-based introductory psychology course: II. Contingency management to increase use of on-line study aids.

Authors
  • Maki, W S
  • Maki, R H
Type
Published Article
Journal
Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc
Publication Date
May 01, 2000
Volume
32
Issue
2
Pages
240–245
Identifiers
PMID: 10875168
Source
Medline
License
Unknown

Abstract

In a Web-based general psychology course, students were observed to postpone use of on-line study aids until 2 days prior to examinations, thus negating any influence of advance organizers (Taraban, Maki, & Rynearson, 1999). We attempted to modify this behavior by providing course credit in the form of short quizzes as rewards for using on-line study aids to preview each chapter. Some students received quizzes after previewing frequently asked questions (FAQ); other students received quizzes after previewing chapter outlines. Students who received quizzes for previewing FAQ pages accessed those pages more frequently than did students who received quizzes for previewing outline pages. Increased access to FAQs was associated with higher scores on FAQ-related midterm examination questions. However, the advantage on examination items was not apparent on a cumulative final examination. Navigational structures and reward values need to be considered when one is managing contingencies in Web courses.

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