Spaced Delivery Study

Spaced delivery is a strategy used that places a time or interval between learning; this spacing interjects between studying, testing, recalling and lectures; spaced delivery is also referred to as dispersed delivery or spaced practice (Halpern & Hakel, 2003; Smith & Karpicke, 2014). Massed delivery is when learning occurs all at once, such as the Raman et al. (2010) study, where one group known as the massed group was taught their entire course in 4 hours. When spaced delivery takes place in learning a different context is encoded each time individuals access that knowledge, whereas, with massed delivery the context of knowledge is reduced (Raman, Mclaughlin, Violato, Rostom, Allard & Coderre, 2010). Spaced delivery leads to more recalling
Educators need to first ask what they are testing; are they seeking to test facts by recall only, or are they asking students to develop a conceptual understanding of knowledge. While each testing format has its own strengths and weaknesses, educators need to be aware that different formats of testing should be employed in the classroom for different objectives and outcomes. Added strategies to consider for increasing knowledge retention through testing are re-reading, re-studying and repeated testing. The selected studies for this research will help determine which effective strategies are used to support the retention of knowledge.
Many of the selected studies for this research realize the importance of test taking to improve knowledge retention; Karpicke (2009) reveals that countless students do not practice retrieval or self-testing to promote learning, simply because they do not know it enhances learning and knowledge retention. As educators, it is important to understand the importance of testing and which methods are most beneficial in the classroom; and pass that information along to the student. Education is the conduit to provide students with knowledge so they can retain that knowledge, and build on that as they move forward in
These studies by Garrison, 2007; Peroz et al., 2009 and Olivet et al., 2016, reveal that although early testing provided higher scores in e-Learning groups, final testing exposed no sizeable differences between e-Learning and FTF groups for knowledge retention. The study conducted by Peroz et al. (2009) determined that while knowledge retention results for a computer assisted learning (CAL) class was similar to traditional methods, they learned that knowledge acquisition was greater in oral lectures for short-term knowledge retention. Equally important in a FTF classroom study by Larsen, Butler & Roediger (2009), affirm that testing augments knowledge retention and that practicing retrieval can enhance knowledge retention. The authors of the Larsen et al. study assert that testing in shorter intervals, or frequent testing, helps to reduce