scholarly journals Academic success is about self-efficacy rather than frequency of use of the learning management system

2016 ◽  
Author(s):  
Jaclyn Broadbent
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Performance ◽  
Self Efficacy ◽  
Management System ◽  
Learning Management System ◽  
Discussion Board ◽  
Future Research ◽  
Online Activity ◽  
Learning Management

<p>Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account self-beliefs that may also increase the explanatory value of learning analytics from the LMS. This study surveyed 310 students (<em>M </em>= 22.10 years, <em>SD </em>= 6.30 years) undertaking a first year health psychology subject. Results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting the primacy of psychological factors more so than online engagement in determining outcome. Of the motivational factors, <em>amotivation</em> was the single significant predictor of academic achievement. Proposed future research directions include the need to evaluate whether these results are sustained over time.</p>

U-PACE INSTRUCTION: IMPROVING STUDENT SUCCESS BY INTEGRATING CONTENT MASTERY AND AMPLIFIED ASSISTANCE

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Diane M. Reddy ◽  
Raymond Fleming ◽  
Laura E. Pedrick ◽  
Danielle L. Jirovec ◽  
Heidi M. Pfeiffer ◽  
...  
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Management System ◽  
Student Behavior ◽  
Learning Management System ◽  
Content Mastery ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Learning Management ◽  
Face To Face Instruction

U-Pace, an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by U-Pace instructors to tailor coaching of student learning based on students’ strengths and motivations. U-Pace utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for U-Pace instruction revealed that compared to conventional, face-to-face instruction, U-Pace instruction was associated with greater academic success for all students and reductions in the achievement gap for “disadvantaged” students. Additionally, “disadvantaged” U-Pace students showed improvements in the rate of content mastery and intrinsic motivation. Consistent with these indicators of improvement in self-regulated learning skills, U-Pace students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests U-Pace instruction holds promise for higher education.

scholarly journals Impacts of online formative assessment on EFL students’ writing achievement

2020 ◽  
Vol 9 (1) ◽  
pp. 55-69
Author(s):  
Ho Bich Nhu ◽  
Dang Tan Tin
Keyword(s):  
Formative Assessment ◽  
Management System ◽  
Learning Management System ◽  
Discussion Board ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Significant Difference ◽  
Writing Course ◽  
Online Formative Assessment ◽  
Learning Management

There have been a number of studies on the effects of formative assessment on Learning Management System on EFL writing achievement. Nevertheless, in the context of Vietnam, little research has been done on education technology that enhances online formative assessment in teaching writing. In an attempt to further the previous research nationwide and worldwide, this study examined the impacts of formative assessment on students’ writing achievement in a writing course of Learning Management System Schoology. A quasi-experimental design was carried out among two groups of fifty undergraduate Vietnamese students over a fifteen-week writing course using the main activity named online discussion board. The data analysis from the writing test scores suggested that there was statistically significant difference between treatment group and control group of participants. It is recommended that teachers should employ online formative assessment in teaching writing to help improve writing achievement among EFL learners in Vietnam and similar contexts.

scholarly journals Mismatch between student and university expectations of academic achievement

2020 ◽  
Vol 8 (2) ◽  
pp. 97-106
Author(s):  
Warren Lake ◽  
Hanabeth Luke ◽  
Bill Boyd
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Analytical Analysis ◽  
The Impact

Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

Accounting students' perceptions of a Learning Management System

2012 ◽  
Vol 25 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Ilias G. Basioudis ◽  
Paul de Lange ◽  
Themin Suwardy ◽  
Paul Wells
Keyword(s):  
Student Perceptions ◽  
Management System ◽  
Learning Management System ◽  
Student Perception ◽  
Accounting Students ◽  
Future Research ◽  
Motivation To Learn ◽  
Content Type ◽  
Lecture Notes ◽  
Learning Management

PurposeThe purpose of this study is to investigate student perceptions of the design features included in an “off the shelf” Learning Management System (LMS) in teaching undergraduate accounting students.Design/methodology/approachQuestionnaire responses from 846 accounting students studying in the UK, Australia and New Zealand provide international data to develop a model to explain student perception of the LMS.FindingsThe final model shows student satisfaction with the use of a LMS is positively associated with three variables: usefulness of lecture notes, bulletin boards and discussion forums, and other LMS tools. Further, the comparison of cultural differences of the three countries shows all students treat the provision of notes as a desirable attribute on a LMS. Findings also suggest that although students find the provision of materials over the LMS does not enhance student engagement in class, overall a comparison of the three countries shows all students treat the provision of notes as a desirable attribute of a LMS.Research limitations/implicationsFuture research should collect ethnicity data to enable an analysis of cultural influence on student perceptions of the LMS.Practical implicationsAs increased motivation to learn is found to contribute to improved achievement of learning outcomes, the study's findings have implications for faculty contemplating the adoption of a LMS in their courses. The findings specifically confirm that usefulness of lecture notes, use of bulletin/discussion boards, and other LMS tools are positively endorsed by students and hence increase their motivation to learn.Originality/valueThe current paper adds to the literature as the motivation to use and engage with LMSs by accounting students is not well understood.

The Role of Learning Management Systems in Early Childhood Education

2013 ◽  
pp. 344-363 ◽  
Author(s):  
Jim Prentzas ◽  
Theodosios Theodosiou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Childhood Education ◽  
Learning Management

In this chapter, issues concerning the role of Learning Management Systems in early childhood education are discussed. To the best of the authors’ knowledge, such issues have not been thoroughly discussed till now in literature. Learning Management Systems in early childhood concern four types of users: pre-service teachers, in-service teachers, early childhood students and their parents. To a certain degree, each type of user affects the types of services and functionalities that have to be provided by a Learning Management System. Relevant case studies depicting Learning Management Systems role in different settings are presented. Requirements that Learning Management Systems should satisfy are also discussed. Practical issues and guidelines concerning the use of the open source Learning Management System Moodle are also presented. Lastly, future research directions are outlined.

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