These findings indicate that the longer period between introducing physiology information in class and assigning the first retrieval practice was more beneficial to long-term information retention than the shorter period, despite seemingly equivalent benefits in the shorter term. In both courses, however, students who received homework 5 days after class performed better on final exam questions relevant to that week’s topic compared with their day 1 counterparts. Information retention at 1 wk did not differ due to timing of homework in either course. Performance on homework assignments was generally similar between groups for both courses. Information retention was assessed via an in-class quiz the following week and by a comprehensive final exam at semester’s end (4–13 wk later). Students in two undergraduate courses, Anatomy and Physiology (ASCI 240) and Animal Physiological Systems (ASCI 340), were presented with information on a specific physiological system during each weekly laboratory and then completed an online homework assignment either 1 or 5 days later. Our objective was to determine the impact of online homework administered as a first retrieval practice 1 or 5 days after introduction of physiology topics on long-term information retention. Studies have shown that practicing temporally spaced retrieval of previously learned information via formal assessments increases student retention of the information.
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