When the Clock Strikes: A Multimethod Investigation of On-the-Hour Effects in Online Learning

Abstract

Online learners often experience a lack of sustained motivation given the self-paced nature of online learning, resulting in inefficiency and a high dropout rate. It is important to explore options that help users optimize their learning behavior and improve their learning performance. Using a multimethod approach, we show that (a) starting learning sessions at on-the-hour time points activates users’ implemental mindset, which supports them in building greater learning persistence and achieving better learning performance, and (b) social presence significantly attenuates the effects of on-the-hour time points in online learning. Based on our findings, we suggest that both learners and instructors on online learning platforms can leverage common temporal cues, such as on-the-hour time points, to schedule learning activities in order to motivate online learners, enhance their learning persistence, and improve their learning performance. Additionally, online learning platforms can also adopt designs that facilitate virtual connections among geographically separated users to enhance their learning productivity.