The effects of learn units on student performance in two college courses.

2006 ◽  
Vol 2 (2) ◽  
pp. 246-264 ◽  
Author(s):  
Ara John Bahadourian ◽  
Kai Yung (Brian) Tam ◽  
R. Douglas Greer ◽  
Marilyn K. Rousseau
Keyword(s):  
Student Performance ◽  
College Courses ◽  
Learn Units

scholarly journals Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Cathy Cavanaugh ◽  
Jace Hargis ◽  
John Mayberry
Keyword(s):  
Student Performance ◽  
Success Factors ◽  
Optimal Level ◽  
College Courses ◽  
Session Length ◽  
Course Performance ◽  
Bachelor Of Science ◽  
Course Grades ◽  
Blended Courses ◽  
Successful Students

<p class="2">This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. These measures were correlated with final course grades to increase understanding of the participation patterns of successful students. The resulting patterns and their implications are identified. We observe that students with an intermediate number of logins and average session length tended to exhibit the optimal level of course performance with students who logged in near the low or high amount of times tending to receive lower grades.</p>

scholarly journals Student Learning Styles And Performance In An Introductory Finance Class

2014 ◽  
Vol 7 (3) ◽  
pp. 183-190
Author(s):  
Daniel Alan Seiver ◽  
Kamal Haddad ◽  
Andrew Do
Keyword(s):  
Learning Styles ◽  
Student Performance ◽  
Personality Types ◽  
Academic Disciplines ◽  
College Courses ◽  
Myers Briggs Type Indicator ◽  
Course Performance ◽  
Type Indicator ◽  
And Performance ◽  
The Impact

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student performance in the introductory finance course, we administered an online Myers-Briggs Type Indicator (MBTI) test to students and then used regression analysis to measure the effects of different learning styles on course performance. We found several significant effects, which have implications for the teaching of introductory finance.

scholarly journals Prior Experience and New IT Students

10.28945/2861 ◽  
2005 ◽  
Author(s):  
Edward Holden ◽  
Elissa Weeden
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Prior Experience ◽  
College Courses ◽  
Rochester Institute Of Technology ◽  
Core Courses ◽  
It Department ◽  
Subject Areas ◽  
Institute Of Technology ◽  
Programming Courses

The Information Technology (IT) Department of the Golisano College of Computing and Information Sciences (GCCIS) at Rochester Institute of Technology (RIT) offers core courses in four threads. These threads cover various subject areas of Information Technology. Increasingly, students enter the IT program with prior programming experience from high school or college courses, work, or from other activities. Several studies, including the authors’ own have indicated that students, who have prior experience, often perform better in the first programming course. Our earlier study verified that using 2002 data and found that after the first course, the experience did not have a significant impact on student performance in subsequent programming courses. In this study, we reexamined the results of our first study with data from 2003 and looked at beginning courses in other core threads to see if the prior experience had a significant impact on those courses.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

A Taxonomy of Student Performance

1982 ◽  
Vol 27 (12) ◽  
pp. 964-965
Author(s):  
Robert M. Gagné
Keyword(s):  
Student Performance
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