ABSTRACT This article studies the differences in student learning outcomes associated with changes in the format of online learning resources. We compare completion rates and degrees of student achievement across several economic education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on unemployment, the virtual lecture “The Story of Unemployment” was later chunked into four separate short-form learning modules. We find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. We also study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, we document that chunking online instructional materials increases retained learning and consistently boosts information absorption at the item level.

中文翻译：

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细分教育内容：长篇与短篇在线学习模块

摘要 本文研究了与在线学习资源格式变化相关的学生学习成果的差异。我们比较了圣路易斯联邦储备银行制作的几个经济教育学习模块的完成率和学生成绩。最初设计为专注于失业的长篇在线学习模块，虚拟讲座“失业的故事”后来被分成四个独立的短篇学习模块。我们发现全面的证据表明，注册学生的完成率提高了，并且测试前和测试后分数之间的平均差异在统计上显着增加。我们还通过比较预测试成绩的四分位数来研究分数的增长如何在学生之间分布。最后，