When the Clock Strikes: A Multimethod Investigation of On-the-Hour Effects in Online Learning

Online learners often experience a lack of sustained motivation given the self-paced nature of online learning, resulting in inefficiency and a high dropout rate. It is important to explore options that help users optimize their learning behavior and improve their learning performance. Using a multimethod approach, we show that (a) starting learning sessions at on-the-hour time points activates users’ implemental mindset, which supports them in building greater learning persistence and achieving better learning performance, and (b) social presence significantly attenuates the effects of on-the-hour time points in online learning. Based on our findings, we suggest that both learners and instructors on online learning platforms can leverage common temporal cues, such as on-the-hour time points, to schedule learning activities in order to motivate online learners, enhance their learning persistence, and improve their learning performance. Additionally, online learning platforms can also adopt designs that facilitate virtual connections among geographically separated users to enhance their learning productivity. Online learners often experience a lack of sustained motivation given the self-paced nature of online learning, resulting in inefficiency and a high dropout rate. Therefore, it is important to explore options that help users optimize their learning behavior and improve their learning performance. This study proposes that on-the-hour time points as external temporal cues can significantly influence online learning outcomes. Using a multimethod approach (i.e., archival data analysis, laboratory experiments, and framed field experiments), we show that (a) starting learning sessions at on-the-hour time points activates users’ implemental mindset, which supports them in building greater learning persistence and achieving better learning performance, and (b) social presence significantly attenuates the effects of on-the-hour time points in online learning. Our findings add to the literature on the design of online learning systems by clarifying the effects of temporal cues in user-system interactions, which provides implications for notification and reminder strategies that can be implemented to further enhance the effectiveness of online learning. History: Juan Feng, Senior Editor; David (Jingjun) Xu, Associate Editor. Funding: This work was supported by the National Natural Science Foundation of China [Grants 72201038 and 72293561], the Beijing University