Observing the Testing Effect using Coursera Video-recorded Lectures: A Preliminary Study

Frontiers in Psychology. 2016;6 DOI 10.3389/fpsyg.2015.02064

 

Journal Homepage

Journal Title: Frontiers in Psychology

ISSN: 1664-1078 (Online)

Publisher: Frontiers Media S.A.

LCC Subject Category: Philosophy. Psychology. Religion: Psychology

Country of publisher: Switzerland

Language of fulltext: English

Full-text formats available: PDF, HTML, ePUB, XML

 

AUTHORS

Paul Zhihao eYONG (National University of Singapore)
Stephen Wee Hun eLim (National University of Singapore)

EDITORIAL INFORMATION

Blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 14 weeks

 

Abstract | Full Text

We investigated the testing effect in Coursera video-based learning. One hundred and twenty-three participants either (a) studied an instructional video-recorded lecture four times, (b) studied the lecture three times and took one recall test, or (c) studied the lecture once and took three tests. They then took a final recall test, either immediately or a week later, through which their learning was assessed. Whereas repeated studying produced better recall performance than did repeated testing when the final test was administered immediately, testing produced better performance when the final test was delayed until a week after. The testing effect was observed using Coursera lectures. Future directions are documented.