Correlation between course tracking variables and academic performance in blended online courses

Che Cheng Lin, Chiung Hui Chiu

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)

Abstract

The purpose of this research was to identify which course tracking variables correlate significantly with academic performance in blended asynchronous online courses through an empirical analysis of Learning Management System (LMS) data. In this study, course tracking variables refers to number of online sessions, number of original posts created, number of follow-up posts created, number of content pages viewed and number of posts read. Academic performance defined as how well a student's final grad is. These five variables were collected from 15 undergraduate courses in the first semester of academic year 2012 at one national university in Taiwan. A total of 528 related final scores were transformed to z score and analyzed to investigate the correlation between course tracking variables and academic performance. A multiple regression analysis was used to evaluate how well course tracking variables measure predicted academic performance. Results indicated that approximately 16.4% of the variability in academic performance was accounted for by student's course tracking variables measure, and three of the five variables were statistically significant.

Original languageEnglish
Title of host publicationProceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013
Pages184-188
Number of pages5
DOIs
Publication statusPublished - 2013 Oct 15
Event2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013 - Beijing, China
Duration: 2013 Jul 152013 Jul 18

Publication series

NameProceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013

Other

Other2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013
CountryChina
CityBeijing
Period13/7/1513/7/18

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Keywords

  • Academic performance
  • ICT
  • academic analytics
  • data mining

ASJC Scopus subject areas

  • Computer Science Applications

Cite this

Lin, C. C., & Chiu, C. H. (2013). Correlation between course tracking variables and academic performance in blended online courses. In Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013 (pp. 184-188). [6601900] (Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013). https://doi.org/10.1109/ICALT.2013.57