Abstract
Ten students in a personalized university course were given target dates for completing each of 26 lessons. The lessons could be completed before those dates, but not after. The first two failures to complete a lesson by the target date led to “warnings”; the next failure required the student to withdraw from the course. When each student's rate of lesson completion was compared with and without target dates, it was found that students completed an average of 1.0 lesson a day with the target-date contingency and 0.3 without it. Individual data indicated that most students did few or no lessons without the contingency. It was concluded that a target-date contingency is an effective method for maintaining student progress in personalized university courses.
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Selected References
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