Effects of learner interaction with learning dashboards on academic performance in an e-learning environment

2019 ◽  
pp. 1-15 ◽  
Author(s):  
Mehmet Kokoç ◽  
Arif Altun
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Learner Interaction ◽  
E Learning

scholarly journals The Relationship between Online Interaction and Academic Performance of Distance E-Learners in a Nigerian University

2019 ◽  
pp. 25-33
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
P Value ◽  
Online Interaction ◽  
Policy Makers ◽  
University Policy ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
E Learning ◽  
Nigerian University

Distance e-learners are expected to participate in an e-learning environment and interact with the content, colleagues and facilitators through distance education technologies. Learning environment goes a long way to determine student’s academic performance. Hence, this study tends to find out relationship between online interaction and distance e-learners. The purpose of the study was to analyze the correlation that exists between learner-content-interaction (LCI), learner-learner-interaction (LLI) and learner-instructor-interaction (LII) and academic performance of distance e-learners in a Nigerian university. Two research questions were designed to guide the study. A descriptive design of survey type was adopted for the study and a questionnaire was used to collect the quantitative data. The study was conducted in four selected study centres of National Open University of Nigeria (NOUN) and a total of 1,025 participants completed the survey-based questionnaire. The researchers used Spearman’s correlation to determine if correlation exists on each type of interaction. The findings of this study revealed that learner-learner-interaction was the only factor that was significant(r = .066, p-value = .034), with very small weak correlation out of the three types of interactions discussed in this study. Findings also revealed that all the three types of interactions were significant (LCI, r= .121** p=0.009; LII, r=.108*, p=0.018; LLI, r = .105*, p = 0.023) for female distance e-learners but none was significant for male distance e-learners.Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.

The Relationship between Online Interaction and Academic Performance of Distance E-Learners in a Nigerian University

2019 ◽  
Vol 2 (1) ◽  
pp. 25-33
Author(s):  
Olukayode Solomon Aboderin ◽  
A.M Laleye
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
P Value ◽  
Online Interaction ◽  
Policy Makers ◽  
University Policy ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
E Learning ◽  
Nigerian University

Distance e-learners are expected to participate in an e-learning environment and interact with the content, colleagues and facilitators through distance education technologies. Learning environment goes a long way to determine student’s academic performance. Hence, this study tends to find out relationship between online interaction and distance e-learners. The purpose of the study was to analyze the correlation that exists between learner-content-interaction (LCI), learner-learner-interaction (LLI) and learner-instructor-interaction (LII) and academic performance of distance e-learners in a Nigerian university. Two research questions were designed to guide the study.  A descriptive design of survey type was adopted for the study and a questionnaire was used to collect the quantitative data. The study was conducted in four selected study centres of National Open University of Nigeria (NOUN) and a total of 1,025 participants completed the survey-based questionnaire. The researchers used Spearman’s correlation to determine if correlation exists on each type of interaction. The findings of this study revealed that learner-learner-interaction was the only factor that was significant(r = .066, p-value = .034), with very small weak correlation out of the three types of interactions discussed in this study. Findings also revealed that all the three types of interactions were significant (LCI, r= .121** p=0.009; LII, r=.108*, p=0.018; LLI, r = .105*, p = 0.023) for female distance e-learners but none was significant for male distance e-learners.Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.

Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators

2017 ◽  
Vol 12 (1) ◽  
pp. 32-50 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Activity ◽  
Online Activity ◽  
Web Based ◽  
Student Academic Performance ◽  
Learner Interaction ◽  
E Learning ◽  
Online Web

The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if there may be a significant correlation. Thus, this study seeks to measure if there is a directional and then a casual relationship between student online academic performance, engagement analytics and other online activity factors. A unique aspect of this study is that data is collected from Moodle engagement analytics as well as from the activity logs. Student academic performance is measured based on the grade achieved from an assessment designed to map to the course learning objectives.

Discovering Learners' Characteristics Through Cluster Analysis for Recommendation of Courses in E-Learning Environment

2019 ◽  
Vol 15 (1) ◽  
pp. 42-66
Author(s):  
Bhupesh Rawat ◽  
Sanjay K. Dwivedi
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Learning Environment ◽  
Learning Process ◽  
Recommendation System ◽  
Learning Systems ◽  
Traditional Learning ◽  
Huge Number ◽  
E Learning ◽  
The Web

With the emergence of the web, traditional learning has changed significantly. Hence, a huge number of ‘e-learning systems' with the advantages of time and space have been created. Currently, many e-learning systems are being used by a large number of academic institutions worldwide which allow different users of the system to perform various tasks based on their goals. However, most of these systems follow a ‘one size fits all' approach where same resources are offered to learners irrespective of their unique learning requirements. Therefore, personalization is required as a part of e-learning systems which offers resources to learners based on their profile. This research aims to perform cluster analyses in order to validate clusters created through a k-means algorithm. The clusters will be used to classify a new learner into its appropriate class and recommend relevant courses. Finally, the accuracy of the recommendation is evaluated using various evaluation metrics. The proposed recommendation system helps learners to improve their academic performance and hence overall learning process as well.

scholarly journals Estudo de Caso sobre o Uso das Ferramentas Notas e Relatórios do Moodle na Prática Pedagógica do Tutor a Distância em Cursos Brasileiros de Formação Continuada de Professores

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Thaís Tenório ◽  
Fabiana Aparecida Rodrigues ◽  
André Tenório
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Management System ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practice ◽  
Main Difficulty ◽  
E Learning ◽  
On Line

O sistema Moodle de gerenciamento de ambientes virtuais de aprendizagem disponibiliza ferramentas, como relatórios e quadro de notas, destinadas ao acompanhamento da assiduidade e do progresso de alunos de cursos a distância. Entretanto, em geral, o emprego e as possibilidades dessas ferramentas são pouco discutidos. Foram investigadas, por meio de questionário on-line, as percepções de 88 tutores a distância atuantes em cursos de formação continuada de professores de dois estados brasileiros. Todos tinham ciência das ferramentas de relatórios e notas, mas alguns declararam não usá-las frequentemente. Os relatórios eram empregados, segundo os pesquisados, principalmente, para verificar a frequência de acesso dos cursistas ao ambiente virtual de aprendizagem e a realização das atividades propostas. A grande maioria indicou atribuir os graus de desempenho dos alunos com a ferramenta de notas e informou utilizá-la para comentar (feedback) as tarefas submetidas para avaliação e monitorar os desempenhos acadêmicos. Para alguns, a principal dificuldade no manuseio das ferramentas envolvia desconhecimento dos recursos. A atuação tutorial é indispensável para envolver os alunos nas atividades dos cursos. Paralelamente, para bem desempenhar suas funções, esses profissionais carecem de capacitação quanto às ferramentas disponíveis.Palavras-chave: Moodle, Relatórios, Notas, Tutor.  Case Study about the Use of Grade and Report Moodle Tools on the Pedagogical Practice of E learning Tutors of Brazilian Teacher-upgrading CoursesAbstractMoodle management system of virtual learning environment offers tools such as reports and grades, both used to verify attendance and progress of students in e learning courses. However, in general, employment and possibilities of these tools are little discussed. We investigated the perceptions of eighty eight tutors of teacher-upgrading e learning courses of two Brazilian states by on-line questionnaire. Tutors were aware of reports and grades tools, but some declared not using it. According to the subjects, reports were utilized to check the frequency of access of students to virtual learning environment and the realization of the proposed activities. Most of subjects affirmed use grades tool for assign scores achieved by students, give feedback of activities and check academic performance. Some respondents pointed out the little knowledge of tools as the main difficulty in handle it. The actions of tutors are essential to involve students in the activities of the courses. At the same time, to well perform their responsibilities, these professionals need of training about the available tools of virtual learning environment.Keywords: Moodle, Reports, Grades, Tutor.

scholarly journals The Transformation to an Online Course in Higher Education Results in Better Student Academic Performance

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Teresa Freire ◽  
Carolina Rodríguez
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Environment ◽  
Digital Learning ◽  
Face To Face ◽  
Digital Learning Environment ◽  
Traditional Course ◽  
Student Academic Performance ◽  
The Face ◽  
E Learning

Pandemic-forced remote teaching has highlighted the relevance of redesigning planification in order to transform face-to-face into online courses in higher education. Indeed, the type of e-learning activities, e-assessment and development of student-centred active learning tasks remains a challenge. In this work we investigated the academic performance of an online learning environment in a course with high number of enrolled students carried out in the pandemic context in 2020 and compared it to the 2019 face-to-face version of the course. The e-learning version of the course included some changes regarding the face-to-face to allow active student learning, digital learning environment, knowledge enforcement, and further exploitation of the available activities in the Moodle platform as for the face-to-face course, although the syllabus remained unchanged. This study finds both synchronous and asynchronous problem-solving based e-learning together with self-assessment and team-based continuous and individual questionnaire assessments to be valuable instructional methods that allowed higher student academic performance in comparison to the face-to-face academic student results. Furthermore, the academic performance was directly related to the student participation in both team-based and individual activities during the course, demonstrating that the adaptation of the face-to-face course to the e-learning environment was, at least, as efficient as the traditional course, despite student resistance to e-learning and e-assessment.

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