CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Participation in the virtual environment of blended college courses: An activity study of student achievement
Tác giả
Cavanaugh C.; Mayberry J.; Hargis J.
Năm xuất bản
2016
Source title
International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education
Số trích dẫn
1
DOI
Liên kết
Tóm tắt
This paper describes an observational study of the introduction of Sakai’s Learning Management System (LMS) into several liberal arts courses at a women’s college in the Middle East. Student participation in the CLE was tracked over the course of the semester and summarized by their number of logins and average session length. These measures were compared with final course grades to increase our understanding of the participation patterns of successful students in this new environment. Interestingly, we observe that students with an intermediate number of logins and session length tended to exhibit the optimal level of course achievement with students who logged in near the low or high amount of times tending to receive lower grades. We provide several potential explanations for this parabolic relationship. © 2018, Association for the Advancement of Computing in Education. All rights reserved.
Từ khóa
Tài liệu tham khảo
Bonk C., Graham C., Handbook of Blended Learning: Global Perspectives, Local Designs, (2005); Cavanaugh C., Getting Students More Learning Time Online: Distance Education in Support of Expanded Learning Time, (2009); Cavanaugh C., Hargis J., Redefining school from site to service: Learning in and from K-12 online education, Distance Learning, 7, 2, pp. 1-5, (2010); Ferdig R., Cavanaugh C., Freidhoff J., Lessons Learned from Blended Programs: Experiences and Recommendations from the Field, (2012); Garrison R., Vaughan H., Blended Learning in Higher Education: Framework, Principles and Guidelines, (2008); Khelifi A., Abu Talib M., Al Shabibi A., Al Zaabi A., Al Marshoudi N., Open Source Software in the UAE: A Survey Research, (2010); Laumakis M., Graham C., Dziuban C., The Sloan-C pillars and boundary objects as a framework for evaluating blended learning, Journal for Asynchronous Learning Networks, 1, (2009); Liu F., Cavanaugh C., Online core course success factors in virtual school: Factors influencing student academic achievement, International Journal of E-Learning, 10, 4, pp. 43-65, (2011); Oliver M., Trigwell K., Can “blended learning” be redeemed?, E-Learning, 2, 1, pp. 17-26, (2005); Picciano A., Dziuban C., Blended Learning: Research Perspectives, (2007); Ronsisvalle T., Watkins R., Student success in online K-12 education, Quarterly Review of Distance Education, 6, pp. 117-124, (2005); Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, (2009); Venables W., Ripley B., Modern Applied Statistics with R, Fourth Edition, (2002); Yohai V., High Breakdown Point and High Efficiency Robust Estimates for Regression, The Annals of Statistics, 15, 20, pp. 642-656, (1987)
Nơi xuất bản
Association for the Advancement of Computing in Education
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus