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