@article{
 title = {ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes},
 type = {article},
 year = {2019},
 keywords = {Cognitive Psychology,Educational Psychology,Social and Behavioral Sciences},
 publisher = {PsyArXiv},
 id = {b66b0972-9f47-3c29-be0c-7e6c2ede9f68},
 created = {2020-04-21T23:07:22.691Z},
 accessed = {2020-04-21},
 file_attached = {false},
 profile_id = {42d295c0-0737-38d6-8b43-508cab6ea85d},
 group_id = {9d761a94-2f2d-31ce-a8c3-50aa6d668643},
 last_modified = {2020-04-21T23:10:33.714Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single class, threatening the external validity of the results. In this paper, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts – a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, which examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across XX classes, [summarize effect of feedback timing, including key moderators]. More broadly, these findings provide evidence regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments.},
 bibtype = {article},
 author = {Fyfe, Emily and Leeuw, Joshua de and Carvalho, Paulo and Goldstone, Robert and Motz, Benjamin},
 doi = {10.31234/OSF.IO/4MVYH},
 journal = {Advances in Methods and Practices in Psychological Science}
}

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