Time as a variable in learning on the World-Wide Web.

Research in education, psychology, and neuroscience motivates a hypothesis that learning takes time. Support for the hypothesis was found in four replications of an upper level undergraduate course in which the material and activities for 50% of the topics were delivered over the World-Wide Web. Computer records were correlated with three types of test questions: multiple-choice, short-answer, and open-ended essay questions. Positive and significant correlations with time were observed for 33% of the correlations involving multiple-choice questions, 13% of those involving short-answer questions, and 60% of those involving open-ended essay questions. An estimate of the common underlying correlation, rho, equal to .35 for the four replications was significant. The data also revealed generally low overall study times and a maladaptive pattern of "cramming" before tests instead of distributing practice. In the Discussion section, we argue that computer study times can be used as a predictor of subsequent test performance, which is a measure of student learning.

Breast conservation in the treatment of breast cancer: community-based experience.

BACKGROUND: Results of large, randomized studies in the 1980s established wide excision and radiation as an accepted breast cancer treatment approach. We evaluated our initial results with this treatment in the community setting. METHODS: We evaluated the frequency and outcome of breast conservation treatment in 303 women with invasive ductal carcinoma from 1985 to 1995. RESULTS: The frequency of breast conservation treatment increased from 9% during 1985 to 1989 to 24% during 1990 to 1995. With a median follow-up of 4.7 years, there were 19 (6%) ipsilateral recurrences. Metastatic disease occurred in 23 patients (8%). Overall 5-year survival was 95%, and 5-year recurrence-free survival was 90%. Twelve patients died of breast cancer. CONCLUSIONS: Increased use of breast conservation in our community practice parallels the national trend, with similar treatment results. Our findings suggest the successful integration of research-proven innovations into community practice.

Measuring study time distributions: implications for designing computer-based courses.

In both traditional lecture-test courses and courses delivered over the World-Wide Web (WWW), both beginning and experienced college students reported studying almost exclusively just before exams. Automatic measures (computer records, WWW page hits, and electronic mail archives) confirmed the self-reported distributions of study times. Weekly deadlines produced weekly volleys of taking on-line quizzes, a pattern that was reflected in self-reports of study times. However, on-line study materials were used primarily for review for regularly scheduled in-class exams. Thus, regardless of course format, students engaged in massed practice and did not experience study aids at appropriate times. Computer technology provides new forms of learning for students, as well as opportunities for instructors to observe patterns of student study time. Management of instructional contingencies will be necessary to bring students into contact with the rich cognitive aids enabled by technology.