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Student Binge Studying, Recall, and Success in a Blended Korean Class

Student Binge Studying, Recall, and Success in a Blended Korean Class
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Author(s): Julie Damron (Brigham Young University, USA) and Jennifer Dobberfuhl Quinlan (Brigham Young University, USA)
Copyright: 2020
Pages: 19
Source title: Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning
Source Author(s)/Editor(s): Alberto Andujar (University of Almeria, Spain)
DOI: 10.4018/978-1-7998-1097-1.ch011


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With more than 5 million college students taking at least one online or blended college course, (Seaman et al, 2018) and 5 percent of K-12 students taking an online or blended course (The Evergreen Education Group), research regarding student success in blended and online classes has begun to emerge and shed light on potential trouble spots. This chapter uses an action research model to further examine binge studying in two, beginning university Korean classes in relation to success on exams, overall course grades, language recall after a four-week break, and continued enrollment in Korean. Findings indicate a correlation between overall page views and course grade, between overall page views in 101 to retention in 102 and a correlation was also evident between binge studying and 102 assessment. A negative correlation was seen between binge studying and 101 final exam scores. The strongest correlation appeared to be between non-binge studiers, or those which dispersed their study throughout the semester, and language retention in Korean 102.

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