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

Che Cheng Lin, Chiung Hui Chiu

研究成果: 書貢獻/報告類型會議論文篇章

8 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
主出版物標題Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013
頁面184-188
頁數5
DOIs
出版狀態已發佈 - 2013
事件2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013 - Beijing, 中国
持續時間: 2013 7月 152013 7月 18

出版系列

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

其他

其他2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013
國家/地區中国
城市Beijing
期間2013/07/152013/07/18

ASJC Scopus subject areas

  • 電腦科學應用

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