By interspersing online lectures with short tests, student mind-wandering decreased by half, note-taking tripled, and overall retention of the material improved, said Daniel Schacter, the William R. Kenan Jr.
“What we hope this research does is show that we can use very strong, experimentally sound techniques to describe what works in online education and what doesn’t,” said Szpunar. “The question, basically, is how do we optimize students’ time when they’re at home, trying to learn from online lectures? How do we help them most efficiently extract the information they need?
“At the very least, what this says is that it’s not enough to break up lectures into smaller segments, or to fill that break with some activity,” he said. “What we really need to do is instill in students the expectation that they will need to express what they’ve learned at some later point. I think it’s going to be a very sobering thought for a lot of people to think that students aren’t paying attention almost half the time, but this is one way we can help them get more out of these online lectures.”