ONLINE CLASS ACTIVITIES: AN EMPIRICAL STUDY OF SUCCESS FACTORS IN POST-SECONDARY CURRICULUM.

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Bibliographic Details
Title:	ONLINE CLASS ACTIVITIES: AN EMPIRICAL STUDY OF SUCCESS FACTORS IN POST-SECONDARY CURRICULUM.
Authors:	Self, Stanley¹, Fudge, Tamara¹, Hall, Linnea¹, Sullivan, Adam²
Source:	International Journal of Education Research. Spring2018, Vol. 13 Issue 1, p55-64. 10p.
Subject Terms:	Distance education, Online education, Internet in education, Professional education, Educational technology, Academic achievement, *Postsecondary education
Abstract:	How students and faculty find a meaningful connection in the online classroom is a concern. This study of a Learning Management System feature seeks to accumulate a broader spectrum of data and develop relevant metrics related to those data. The data and results may be of interest to students, instructors and online course designers and developers. The metrics include time spent in intra-class discussion forums, question and answer sessions in a "Virtual Instructor's Office," time invested in homework type activities, time invested in the course by the instructor and an aggregate measure of all other time invested in the online classroom by the students. Student success is measured by the score earned by students on a 1,000-point scale. A multiple regression analysis has been used to test the results using the various independent variables. Based on the analysis, it is unclear how time invested in classroom peer-to-peer interactions or asking the faculty questions relate to student success. Although these results may appear to be inconclusive, they are valuable to the literature as a possible indicator of the potential for further investigation. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	How students and faculty find a meaningful connection in the online classroom is a concern. This study of a Learning Management System feature seeks to accumulate a broader spectrum of data and develop relevant metrics related to those data. The data and results may be of interest to students, instructors and online course designers and developers. The metrics include time spent in intra-class discussion forums, question and answer sessions in a "Virtual Instructor's Office," time invested in homework type activities, time invested in the course by the instructor and an aggregate measure of all other time invested in the online classroom by the students. Student success is measured by the score earned by students on a 1,000-point scale. A multiple regression analysis has been used to test the results using the various independent variables. Based on the analysis, it is unclear how time invested in classroom peer-to-peer interactions or asking the faculty questions relate to student success. Although these results may appear to be inconclusive, they are valuable to the literature as a possible indicator of the potential for further investigation. [ABSTRACT FROM AUTHOR]
ISSN:	19328443