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

Autor/inn/en	Cavanaugh, Cathy; Hargis, Jace; Mayberry, John
Titel	Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.263-275 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Virtual Classrooms; Blended Learning; Academic Achievement; Student Participation; Online Courses; College Students; Higher Education; Integrated Learning Systems; Correlation; Electronic Learning; Learner Engagement; Foreign Countries; Open Source Technology; Cooperative Learning; Educational Environment; Pilot Projects; Bachelors Degrees; Quasiexperimental Design; Educational Technology; Single Sex Colleges; Females; College Faculty; Liberal Arts; Student Surveys; Predictor Variables; Undergraduate Study; Africa; United Arab Emirates + Suchen Sie Ihr Suchwort? Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Online course; Online-Kurs; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Ausland; Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pilot project; Modellversuch; Pilotprojekt; 'Bachelor''s degrees'; Bachelor-Studiengang; Unterrichtsmedien; Weibliches Geschlecht; Fakultät; Schülerbefragung; Prädiktor; Grundstudium; Afrika; Vereinigte Arabische Emirate
Abstract	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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01