Participation in the virtual environment of blended college courses: An activity study of student achievement
Document Type
Article
Publication Title
International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education
Department
Mathematics
ISSN
1537-2456
Volume
15
Issue
4
First Page
423
Last Page
432
Publication Date
1-1-2016
Abstract
This paper describes an observational study of the introduction of Sakai’s Learning Management System (LMS) into several liberal arts courses at a women’s college in the Middle East. Student participation in the CLE was tracked over the course of the semester and summarized by their number of logins and average session length. These measures were compared with final course grades to increase our understanding of the participation patterns of successful students in this new environment. Interestingly, we observe that students with an intermediate number of logins and session length tended to exhibit the optimal level of course achievement with students who logged in near the low or high amount of times tending to receive lower grades. We provide several potential explanations for this parabolic relationship.
Recommended Citation
Cavanaugh, C.,
Mayberry, J.,
&
Hargis, J.
(2016).
Participation in the virtual environment of blended college courses: An activity study of student achievement.
International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 15(4), 423–432.
https://scholarlycommons.pacific.edu/cop-facarticles/882
