Colloquium: Julie Damron & Jennifer Dobberfuhl Quinlan

Colloquium: Julie Damron & Jennifer Dobberfuhl Quinlan

Date/Time
Date(s) - 04/02/2020
3:00 pm - 4:30 pm

Location
4010 JFSB

Category(ies)


*CANCELED*

Julie Damron, Korean Section Head and Associate Professor of Asian & Near Eastern Languages, and Jennifer Dobberfuhl Quinlan, MTC Language Curriculum Manager will present for the Humanities Center’s weekly colloquium on Thursday, April 2nd. The presentation will be held at 3:00 PM in room 4010 JFSB.

Title: “Student Binge Studying, Recall and Success in a Blended Korean Class”

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. Although research has found that blended learning, which couples face-to-face and online learning facets, is the most effective learning model (2009 U.S. Department of Education), concerns exist surrounding issues such as binge studying, cheating, recall, student success, and interaction. After an initial analysis of student success in traditional, blended and online Korean classes (Damron & Dobberfuhl Quinlan, 2018), researchers found some discrepancies in final exam scores among the three classes. This follow-up study 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 weak positive correlation between overall page views and course grade as well as between overall page views in 101 to retention in 102; weak positive correlation was also evident between  binge studying and 102 assessment (indicator of language retention). 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.