Relationship between Grades Earned and Time in Online Courses

Autor/inn/en	Carver, Lin B.; Mukherjee, Keya; Lucio, Robert
Titel	Relationship between Grades Earned and Time in Online Courses
Quelle	In: Online Learning, 21 (2017) 4, S.303-313 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Graduate Students; Correlation; Grades (Scholastic); Time on Task; Online Courses; Predictor Variables; Educational Research; Data Collection; Data Analysis; Graduate Study; Comparative Analysis; Instructional Leadership; Reading Instruction; Instructional Design; Special Education; Regression (Statistics); Synchronous Communication; Academic Achievement; Hypothesis Testing; Statistical Analysis + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Korrelation; Notenspiegel; Zeitaufwand; Online course; Online-Kurs; Prädiktor; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Instruction; Leadership; Bildung; Erziehung; Führung; Leseunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Special needs education; Sonderpädagogik; Sonderschulwesen; Regression; Regressionsanalyse; Schulleistung; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	Online education is rapidly becoming a significant method of course delivery in higher education. Consequently, instructors analyze student performance in an attempt to better scaffold student learning. Learning analytics can provide insight into online students' course behaviors. Archival data from 167 graduate level education students enrolled in 4 different programs and 9 different online courses were analyzed to determine whether a relationship existed between grades earned and time spent in specific areas within the course: total course time, course modules, document repository, and synchronous online sessions. Time spent in each component did not predict a specific letter grade, but did predict whether or not an A would be achieved. The sample was composed of students from four different graduate education programs: Educational Leadership, Reading, Instructional Design, and Special Education. Variations found among programs did not significantly predict the grade earned in the course. A logistic regression revealed that of all the predictor variables, time spent in synchronous online sessions alone showed as a significant predictor of receiving an A in the course. This is important information for instructors when providing scaffolding for students. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01