Delivery versus Time Devoted to Assignments: The Effect on Course Performance

Autor/in	Guidry, Krisandra
Titel	Delivery versus Time Devoted to Assignments: The Effect on Course Performance
Quelle	In: Journal of Instructional Pedagogies, 19 (2017), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Assignments; Delivery Systems; Lecture Method; Online Courses; Electronic Learning; Comparative Analysis; Intermode Differences; Time on Task; Grade Point Average; Performance Based Assessment; Academic Achievement; Money Management; College Students; Predictor Variables + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Auslieferung; Online course; Online-Kurs; Zeitaufwand; Leistungsermittlung; Schulleistung; Collegestudent; Prädiktor
Abstract	Research in the area of amount of time spent on assignments and effect on course performance has focused exclusively either on the lecture or online format, but not comparison of the two. Nowhere has both modes of delivery been studied using an objective measure of course involvement. This study examines what is most significant in predicting a student's course grade: is it the method of delivery or the amount of time spent on graded assignments, and does the amount of time devoted to these assignments differ for online versus lecture presentations? The assignments were identical and tied to the textbook's online learning management system, which records the amount of time spent on assignments. This information, along with the method of delivery and eventual course grade was recorded. The student's cumulative GPA just prior to enrolling in the class was also researched in order to control for student aptitude. Two significant independent variables were found to have a positive effect upon student success: GPA and total time devoted to assignments. Students entering the course with higher GPAs earn higher grades. Furthermore, those that spend more time on assignments have better outcomes. The mode of presentation had no significant effect on performance. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01