Abstract
The effects of reinforcing students for starting to work early in a self-paced course were examined. In One section of an introductory psychology course, a graduated point system was used during a 5-week period to award bonus points for taking exams early in the quarter. Students in the control section never received bonus points. The Bonus group took more exams during the bonus period than the No Bonus group with a peak in Week 3. Examtaking peaked in the last week for the No Bonus group. Students in the Bonus group also tended to finish the course before those in the No Bonus condition. These results suggest that a system which reinforces early responding in self-paced courses can change typical work patterns, distribute the work load more evenly for the instructor, and cause more students to finish the course early.
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