scholarly journals Engagement in Interactive Web-based Courseware as Part of a Lecture-based Course and the Relation to Student Performance

2020 ◽  
Author(s):  
Paul Steif ◽  
Anna Dollar
Keyword(s):  
Student Performance ◽  
Web Based

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 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.

scholarly journals If You Build it Will They Come? Teachers’ Online Use of Student Performance Data

2013 ◽  
Vol 8 (2) ◽  
pp. 168-207 ◽  
Author(s):  
John H. Tyler
Keyword(s):  
Student Performance ◽  
Test Data ◽  
Effective Teacher ◽  
Urban District ◽  
Web Based ◽  
Achievement Gains ◽  
Computer Based ◽  
Student Test ◽  
Teacher Data ◽  
Student Performance Data

Testing of students and computer systems to store, manage, analyze, and report the resulting test data have grown hand-in-hand. Extant research on teacher use of electronically stored data are largely qualitative and focused on the conditions necessary (but not sufficient) for effective teacher data use. Absent from the research is objective information on how much and in what ways teachers use computer-based student test data, even when supposed precursors of usage are in place. This paper addresses this knowledge gap by analyzing the online activities of teachers in one mid-size urban district. Utilizing Web logs collected between 2008 and 2010, I find low teacher interaction with Web-based pages that contain student test information that could potentially inform practice. I also find no evidence that teacher usage of Web-based student data are related to student achievement gains, but there is reason to believe these estimates are downwardly biased.

Using Web-Based Video as an Assessment Tool for Student Performance in Organic Chemistry

2014 ◽  
Vol 91 (7) ◽  
pp. 982-986 ◽  
Author(s):  
John Tierney ◽  
Matthew Bodek ◽  
Susan Fredricks ◽  
Elizabeth Dudkin ◽  
Kurt Kistler
Keyword(s):  
Organic Chemistry ◽  
Student Performance ◽  
Assessment Tool ◽  
Web Based

scholarly journals EFFECTS OF SOCIAL NETWORK ON STUDENTS’ PERFORMANCE: A WEB-BASED FORUM STUDY IN TAIWAN

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Heng-Li Yang
Keyword(s):  
Social Networks ◽  
Online Education ◽  
Student Performance ◽  
Management Information Systems ◽  
Friendship Network ◽  
Web Based ◽  
Face To Face ◽  
Adversarial Network ◽  
Using Data ◽  
Almost All

This research investigates the effects of social networks on students’ performance in online education which uses networking as an adjunct mode for enhancing traditional face-to-face education or distance education. Using data from a 40-student course on Advanced Management Information Systems (AMIS), we empirically tested how social networks (friendly, advising, and adversarial) related to students’ performance. First, advising network variables are positively related to student performance both in the class and on the forum. Adversarial variables are negatively correlated with almost all students’performance. Second, advising and adversarial network variables are good determinants for overall academic performance; however, adversarial network variables are not influential on students’ performance on the forum. Friendship network variables are not determinants of students’ performance. Implications for the results are also discussed.

scholarly journals Effects of Learners' Readiness on Their Perceived Learning Outcomes

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
John A. Boeglin ◽  
Katy Campbell
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
French Language ◽  
Learning Support ◽  
Online Teaching And Learning ◽  
Web Based ◽  
Psychology Course

This paper provides some insight into students' performance and perceptions within the context of an introductory psychology course in which Web-based materials and activities were used to enhance teaching effectiveness and learning outcomes. The paper begins with an overview of the development and implementation of this French-language WebCT course. The rationale behind the adoption of WebCT and the use of a number of its tools are also discussed. In order to evaluate the effectiveness of this pedagogical approach, we collected quantitative and qualitative information on student performance and perceptions from a number of sources throughout the term. The data highlight some of the strengths and weaknesses of this particular use of online teaching and learning support.

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