Teaching Effectiveness and Digital Learning Platforms: A Focus on Mediated Outcomes
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| Title: | Teaching Effectiveness and Digital Learning Platforms: A Focus on Mediated Outcomes |
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| Language: | English |
| Authors: | Boozer, Benjamin B., Simon, Amy A. |
| Source: | Journal of Instructional Pedagogies. Jul 2020 24. |
| Availability: | Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Effectiveness, Integrated Learning Systems, Educational Technology, Outcomes of Education, Business Administration Education, College Students, Learner Engagement, Electronic Learning, Grade Prediction, Homework |
| Geographic Terms: | Alabama |
| ISSN: | 2327-5324 |
| Abstract: | Teaching approaches and effectiveness have become more closely aligned with technology in establishing curriculums and disseminating course instructions. To the extent that Cengage MindTap and other digital learning tools are utilized offers a platform for measuring learning effectiveness through grade outcomes. This analysis considers university business classes within the core curriculum and as part of a finance major elective to measure if the use of such tool is statistically associated with higher grades. Independent variables analyzed are homework (HW), quizzes, and exams. Mixed results conclude that each independent variable in a simple regression produces stronger coefficients of determination with higher beta values in classes where MindTap is used but the association is less robust in a multivariate analysis. Mean grades collectively for all courses where MindTap was used were 80.49 compared to 79.42 for courses taught without MindTap. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1263918 |
| Database: | ERIC |
| Abstract: | Teaching approaches and effectiveness have become more closely aligned with technology in establishing curriculums and disseminating course instructions. To the extent that Cengage MindTap and other digital learning tools are utilized offers a platform for measuring learning effectiveness through grade outcomes. This analysis considers university business classes within the core curriculum and as part of a finance major elective to measure if the use of such tool is statistically associated with higher grades. Independent variables analyzed are homework (HW), quizzes, and exams. Mixed results conclude that each independent variable in a simple regression produces stronger coefficients of determination with higher beta values in classes where MindTap is used but the association is less robust in a multivariate analysis. Mean grades collectively for all courses where MindTap was used were 80.49 compared to 79.42 for courses taught without MindTap. |
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| ISSN: | 2327-5324 |
