Abstract
Open access, digitally-enabled learning can provide freedom and choice for new learners - not only in how and what they study, but when. With this freedom comes risk. One potential risk lies in the timing of enrolment in courses, particularly where fundamental knowledge is built across a year and where extended gaps between sequential courses might cause knowledge decay. Mathematics may be susceptible here. Our concerns were allayed; an examination of data suggested that new students preferentially minimise gaps and found no significant evidence for knowledge decay over periods of up to 12 months. Nevertheless, to support student learning in open online learning environments, it could be important to provide resources for student self-assessment of knowledge deficiencies, and the facility to refresh and regain understanding.
Keywords
Online education, mathematics, knowledge decay, timing of courses.