ManyClasses 1: Assessing the Generalizable Effect of Immediate Feedback Versus Delayed Feedback Across Many College Classes

Author:

Fyfe Emily R.1ORCID,de Leeuw Joshua R.2ORCID,Carvalho Paulo F.3,Goldstone Robert L.1,Sherman Janelle1ORCID,Admiraal David4,Alford Laura K.5,Bonner Alison6,Brassil Chad E.7,Brooks Christopher A.8,Carbonetto Tracey9,Chang Sau Hou10,Cruz Laura11,Czymoniewicz-Klippel Melina12,Daniel Frances13,Driessen Michelle14,Habashy Noel15,Hanson-Bradley Carrie L.16,Hirt Edward R.1,Carbonell Virginia Hojas17,Jackson Daniel K.18,Jones Shay19,Keagy Jennifer L.20,Keith Brandi21,Malmquist Sarah J.22,McQuarrie Barry23,Metzger Kelsey J.24,Min Maung K.25,Patil Sameer26,Patrick Ryan S.2728,Pelaprat Etienne29,Petrunich-Rutherford Maureen L.13,Porter Meghan R.30,Prescott Kristina22,Reck Cathrine30,Renner Terri31,Robbins Eric32,Smith Adam R.33,Stuczynski Phil32,Thompson Jaye34,Tsotakos Nikolaos35,Turk Judith K.36,Unruh Kyle29,Webb Jennifer D.37,Whitehead Stephanie N.38,Wisniewski Elaine C.39,Zhang Ke Anne1,Motz Benjamin A.1

Affiliation:

1. Department of Psychological and Brain Sciences, Indiana University Bloomington, Bloomington, Indiana, USA

2. Department of Cognitive Science, Vassar College, Poughkeepsie, New York, USA

3. Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

4. Department of Civil and Environmental Engineering, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

5. Department of Naval Architecture and Marine Engineering, University of Michigan, Ann Arbor, Michigan, USA

6. Department of Mathematics, Penn State University Lehigh Valley, Center Valley, Pennsylvania, USA

7. School of Biological Sciences, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

8. School of Information, University of Michigan, Ann Arbor, Michigan, USA

9. Department of Engineering, Penn State University Lehigh Valley, Center Valley, Pennsylvania, USA

10. School of Education, Indiana University Southeast, New Albany, Indiana, USA

11. Schreyer Institute for Teaching Excellence, Penn State University, University Park, Pennsylvania, USA

12. Department of Biobehavioral Health, Penn State University, University Park, Pennsylvania, USA

13. Department of Psychology, Indiana University Northwest, Gary, Indiana, USA

14. Department of Chemistry, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA

15. College of Agricultural Sciences, Penn State University, University Park, Pennsylvania, USA

16. Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

17. Department of Spanish and Portuguese, Indiana University Bloomington, Bloomington, Indiana, USA

18. Department of Physics, Penn State University Lehigh Valley, Center Valley, Pennsylvania, USA

19. Department of Humanities/Communications, Penn State University Harrisburg, Middletown, Pennsylvania, USA

20. Center for Teaching Excellence, Penn State University Harrisburg, Middletown, Pennsylvania, USA

21. Department of Sociology, Indiana University Kokomo, Kokomo, Indiana, USA

22. Department of Biology Teaching & Learning, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA

23. Science and Math Division, University of Minnesota Morris, Morris, Minnesota, USA

24. Center for Learning Innovation, University of Minnesota Rochester, Rochester, Minnesota, USA

25. Department of Business, Penn State University Lehigh Valley, Center Valley, Pennsylvania, USA

26. Luddy School of Informatics, Computing, and Engineering, Indiana University Bloomington, Bloomington, Indiana, USA

27. Department of Computer Science and Engineering, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

28. Department of Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

29. Unizin, Austin, Texas, USA

30. Department of Chemistry, Indiana University Bloomington, Bloomington, Indiana, USA

31. O’Neill School of Public and Environmental Affairs, Indiana University Bloomington, Bloomington, Indiana, USA

32. Black School of Business, Penn State University Behrend, Erie, Pennsylvania, USA

33. School of Business, Indiana University Kokomo, Kokomo, Indiana, USA

34. Department of Design, Housing, and Apparel, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA

35. School of Science, Engineering, and Technology, Penn State University Harrisburg, Middletown, Pennsylvania, USA

36. Conservation and Survey Division, School of Natural Resources, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

37. Department of Art & Design, University of Minnesota Duluth, Duluth, Minnesota, USA

38. Department of Criminal Justice, Indiana University East, Richmond, Indiana, USA

39. College of Engineering, University of Michigan, Ann Arbor, Michigan, USA

Abstract

Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single course, which threatens the external validity of the results. In this article, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts—a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, in which we examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across 38 classes, the overall estimate for the effect of feedback timing was 0.002 (95% highest density interval = [−0.05, 0.05]), which indicates that there was no effect of immediate feedback compared with delayed feedback on student learning that generalizes across classes. Furthermore, there were no credibly nonzero effects for 40 preregistered moderators related to class-level and student-level characteristics. Yet our results provide hints that in certain kinds of classes, which were undersampled in the current study, there may be modest advantages for delayed feedback. More broadly, these findings provide insights regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments.

Publisher

SAGE Publications

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