References
- Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.
- Cook, B. R., & Babon, A. (2017). Active learning through online quizzes: Better learning and less (busy) work. Journal of Geography in Higher Education, 41(1), 24–38. doi:10.1080/03098265.2016.1185772
- Croocks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438–481. doi:10.3102/00346543058004438
- Dweck, C. (2008). Mindset: The new psychology of success. New York, NY: Ballantine Books.
- Emmerson, T. L. N., & Mencken, K. D. (2011). Homework: To require or not? Online graded homework and student achievement. Perspectives on Economic Education Research, 7, 20–42.
- Evans, D. R., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of Anatomy, 224(3), 296–303. doi:10.1111/joa.12117
- Grove, W. A., & Wasserman, T. (2006). Incentives and student learning: A natural experiment with economics problem sets. The American Economic Review, 96(2), 447–452. doi:10.1257/000282806777212224
- Lazarova, K. (2015). The role of online homework in low-enrollment college introductory physics courses. Journal of College Science Teaching, 44(3), 17–21. doi:10.2505/4/jcst15_044_03_17
- Lee, W., Courtney, R. H., & Balassi, S. J. (2010). Do online homework tools improve student results in principles of microeconomic courses? The American Economic Review: Papers and Proceedings, 100(2), 283–286.
- Marden, N. Y., Ulman, L. G., Wilson, F. S., & Velan, G. M. (2013). Online feedback assessments in physiology: Effects on students’ learning experiences and outcomes. Advances in Physiology Education, 37(2), 192–200. doi:10.1152/advan.00092.2012
- Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., & Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34, 51–57. doi:10.1016/j.cedpsych.2008.04.002
- Orchard, R. K. (2016). Multiple attempts for online assessments in an operations management course: An exploration. Journal of Education for Business, 91(8), 427–433. doi:10.1080/08832323.2016.1256262
- Rhodes, T. M., & Sarbaum, J. K. (2015). Online homework management systems: Should we allow multiple attempts? American Economist, 60, 120–131.
- Richards-Babb, M., Curtis, R., Georgieva, Z., & Penn, J. H. (2015). Student perceptions of online homework use for formative assessment of learning in organic chemistry. Journal of Chemical Education, 92(11), 1813–1819. doi:10.1021/acs.jchemed.5b00294
- Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210. doi:10.1111/j.1745-6916.2006.00012.x
- Stewart, D. P., Hagemeier, N., Thigpen, J., & Brooks, L. (2014). Pharmacy student self-testing as a predictor of examination performance. American Journal of Pharmaceutical Education, 78(2), 1–6. doi:10.5688/ajpe7811
- Yourstone, S. A., Kraye, H. S., & Albaoum, G. (2010). Online quantitative-based assignments-are more attempts better for learning? British Journal of Education Technology, 48(2), 370–384.
- Zhang, Y., Dang, Y., & Amer, B. (2016). A large-scale blended and flipped class: Class design and investigation of factors influencing students’ intention to learn. IEEE Transactions On Education, 59(4), 263–273. doi:10.1109/TE.2016.2535205