scholarly journals Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform

2015 ◽  
Vol 23 (1) ◽  
Author(s):  
Mary Shotwell ◽  
Charles H. Apigian
Keyword(s):  
Student Performance ◽  
Success Factors ◽  
Web Based ◽  
Business Statistics

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

The Critical Success Factors of Web-Based Supply Chain Collaboration Adoption

2010 ◽  
pp. 1956-1976
Author(s):  
Saad Ghaleb Yaseen ◽  
Khaled Saleh Al Omoush
Keyword(s):  
Supply Chain ◽  
Critical Success Factors ◽  
Success Factors ◽  
Business Processes ◽  
Supply Chain Collaboration ◽  
Management Support ◽  
Web Based ◽  
Performance Effectiveness ◽  
Critical Success ◽  
And Performance

This chapter aims to identify the Critical Success Factors (CSFs) and outcomes of Web-based Supply Chain Collaboration (SCC). A total of 230 questionnaires were initially distributed to sample respondents of seven manufacturing firms in Jordan that use Web systems to collaborate with supply chain members. The results showed that top management support, IT infrastructure, training and education, business processes reengineering, trust among partners, open information sharing, and performance measurement are critical factors for Web-based SCC implementation success. In addition, this study revealed that Web-based SCC implementation is positively related to supply chain relationship quality, performance effectiveness, and performance efficiency.

The Online Discussion and Student Success in Web-Based Education

2011 ◽  
pp. 3285-3292
Author(s):  
E. Benrud
Keyword(s):  
Student Success ◽  
Corporate Finance ◽  
Student Performance ◽  
Predictive Power ◽  
Online Discussion ◽  
Discussion Board ◽  
Exam Performance ◽  
Web Based ◽  
Online Discussion Board ◽  
Highly Correlated

This article examines the performance of students in a Web-based corporate finance course and how the technologies associated with communication on the Internet can enhance student learning. The article provides statistical evidence that documents that the online discussion board in a Web-based course can significantly enhance the learning process even in a quantitative course such as corporate finance. The results show that ex ante predictors of student performance that had been found useful in predicting student success in face-to-face classes also had significant predictive power for exam performance in the online course. However, these predictors did not have predictive power for participation in the online discussion. Yet, online participation and exam performance were highly correlated. This suggests that the use of the online discussion board technology by the students enhanced the performance of students who otherwise would not have performed as well without the discussion.

The Online Discussion and Student Success in Web-Based Education

2011 ◽  
pp. 778-784
Author(s):  
Erik Benrud
Keyword(s):  
Student Success ◽  
Corporate Finance ◽  
Student Performance ◽  
Predictive Power ◽  
Online Discussion ◽  
Discussion Board ◽  
Exam Performance ◽  
Web Based ◽  
Online Discussion Board ◽  
Highly Correlated

This article examines the performance of students in a Web-based corporate finance course and how the technologies associated with communication on the Internet can enhance student learning. The article provides statistical evidence that documents that the online discussion board in a Web-based course can significantly enhance the learning process even in a quantitative course such as corporate finance. The results show that ex ante predictors of student performance that had been found useful in predicting student success in face-to-face classes also had significant predictive power for exam performance in the online course. However, these predictors did not have predictive power for participation in the online discussion. Yet, online participation and exam performance were highly correlated. This suggests that the use of the online discussion board technology by the students enhanced the performance of students who otherwise would not have performed as well without the discussion.

Some Key Success Factors in Web-Based Corporate Training in Brazil

2010 ◽  
pp. 188-207
Author(s):  
Luiz Antonio Joia
Keyword(s):  
Goal Orientation ◽  
Success Factors ◽  
Corporate Training ◽  
Web Based ◽  
Critical Dimensions ◽  
Key Success Factors ◽  
Critical Success ◽  
Quantitative Data Analysis ◽  
Multiple Case

Brazilian companies are increasingly turning to web-based corporate training by virtue of the fact that they need to train their employees within tight budget constraints in a country of continental dimensions. However, most of these companies do not know what the critical success factors in these endeavors are. Therefore, this chapter seeks to investigate some key success factors associated with such digital enterprises. In order to achieve this, the multiple case study method is used, whereby two cases, both conducted within the same Brazilian company, leading to opposite outcomes – a success and a failure – are analyzed in depth. Accordingly, the two aforementioned cases are investigated by using quantitative data analysis based on bi- and multi-variate linear regressions, as well as t-tests. The conclusions were that “Goal Orientation”, “Source of Motivation”, and “Metacognitive Support” were the three critical dimensions in these two web-based corporate training programs under analysis.

scholarly journals Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors

2019 ◽  
Vol 11 (2) ◽  
pp. 178-198 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
A.M. Hamouda ◽  
Galal M. Abdella
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Success Factors ◽  
Comprehensive Approach ◽  
First Year ◽  
Valuable Insight ◽  
Data Set ◽  
Grade Point ◽  
Content Type ◽  
Second Year

Purpose The retention and success of engineering undergraduates are increasing concern for higher-education institutions. The study of success determinants are initial steps in any remedial initiative targeted to enhance student success and prevent any immature withdrawals. This study provides a comprehensive approach toward the prediction of student academic performance through the lens of the knowledge, attitudes and behavioral skills (KAB) model. The purpose of this paper is to aim to improve the modeling accuracy of students’ performance by introducing two methodologies based on variable selection and dimensionality reduction. Design/methodology/approach The performance of the proposed methodologies was evaluated using a real data set of ten critical-to-success factors on both attitude and skill-related behaviors of 320 first-year students. The study used two models. In the first model, exploratory factor analysis is used. The second model uses regression model selection. Ridge regression is used as a second step in each model. The efficiency of each model is discussed in the Results section of this paper. Findings The two methods were powerful in providing small mean-squared errors and hence, in improving the prediction of student performance. The results show that the quality of both methods is sensitive to the size of the reduced model and to the magnitude of the penalization parameter. Research limitations/implications First, the survey could have been conducted in two parts; students needed more time than expected to complete it. Second, if the study is to be carried out for second-year students, grades of general engineering courses can be included in the model for better estimation of students’ grade point averages. Third, the study only applies to first-year and second-year students because factors covered are those that are essential for students’ survival through the first few years of study. Practical implications The study proposes that vulnerable students could be identified as early as possible in the academic year. These students could be encouraged to engage more in their learning process. Carrying out such measurement at the beginning of the college year can provide professional and college administration with valuable insight on students perception of their own skills and attitudes toward engineering. Originality/value This study employs the KAB model as a comprehensive approach to the study of success predictors. The implementation of two new methodologies to improve the prediction accuracy of student success.

Sign in / Sign up

Export Citation Format

Share Document