scholarly journals A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats

10.28945/1002 ◽  
2008 ◽  
Vol 5 ◽  
pp. 149-163 ◽  
Author(s):  
Retta Guy ◽  
Craig Wishart
Keyword(s):  
Instructional Strategies ◽  
Student Performance ◽  
Longitudinal Analysis ◽  
E Learning

scholarly journals A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats

10.28945/3214 ◽  
2008 ◽  
Author(s):  
Retta Sweat-Guy ◽  
Craig Wishart
Keyword(s):  
Organizational Behavior ◽  
Instructional Strategies ◽  
Student Performance ◽  
Instructional Strategy ◽  
Business Majors ◽  
Student Centered ◽  
Business Courses ◽  
E Learning ◽  
Upper Level

As more and more colleges and universities offer courses designed in the e-leaming format, quality of instruction and student performance are becoming, progressively more, issues that need to be addressed. This study is an attempt to add to the literature on student performance in traditional and e-learning environments as well as exploring student-centered and learner-centered as an instructional strategy. A causal-comparative design was chosen for this study to examine the effects of instructional strategies on student performance in two upper-level core business courses developed in both traditional and e-learning formats. The study spanned 3 years, beginning fall 2004 through spring 2007 and participants included 293 declared business majors who were enrolled in various sections of Organizational Behavior and International Management courses during the study period. Data analyses revealed non significant differences in student performance based on delivery method and course. However, quite the reverse was found when examining student performance against instructional strategies.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

2011 ◽  
pp. 155-197
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
Cultural Sensitivity ◽  
Value Added ◽  
Applied Learning ◽  
Local Resources ◽  
Field Independent ◽  
E Learning ◽  
Pedagogical Approaches

This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology, curriculum design, instructional strategies/pedagogical approaches, multimedia builds, information handling, and direct instruction in e-learning need to fit the needs of the diverse learners. Those that offer global e-learning must consider the national, ethnic and racial backgrounds of their learners to offer customized value-added higher education. Cultural sensitivities apply to initial learner outreach and their success in the e-learning; localizations enhance the applied learning and also the transferability of the learning after the global learners graduate. Cultural sensitivities and localizations may make global e-learning more field-independent and effective because of the reliance on each learner’s local resources. A “Cultural Sensitivities and Localizations Course Analysis (CSLCA)” Tool for global e-learning has been included in the appendix.

Computer Assisted Evaluation a Case Study

1974 ◽  
Vol 3 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Samuel Spero
Keyword(s):  
Instructional Strategies ◽  
Student Performance ◽  
Statistical Information ◽  
Computer Assisted ◽  
General Electric ◽  
Computer Based ◽  
Turn Around Time

A computer based system for the evaluation of instructional strategies and student performance is described. The system provides the teacher with student scores and statistical information. The system also provides comments for students. The system assumes a one-hour turn around time for processing. The hardware includes a Bell and Howell Mark Document Reader and a General Electric Terminet 1200 Printer. These units are connected by telephone to a remote processor.

A Literature Review of Student Performance Prediction in E-Learning Environment

2020 ◽  
Vol 01 (01) ◽  
pp. 22-36
Author(s):  
Ruth Chweya ◽  
Siti Mariyam Shamsuddin ◽  
Samuel-Soma M. Ajibade ◽  
Samuel Moveh
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Student Performance ◽  
Performance Prediction ◽  
E Learning

Skill acquisition in blended learning courses: influence on student performance

2016 ◽  
Vol 8 (1) ◽  
pp. 30 ◽  
Author(s):  
Mercedes Rozano ◽  
Jaime Romero
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Skill Acquisition ◽  
Online Resources ◽  
Knowledge Application ◽  
Types Of Knowledge ◽  
E Learning ◽  
Learning Platforms

E-learning platforms are a powerful tool that provides substantial improvements in the academic performance and constitute an important support for the acquisition of skills. The purpose of this paper is to explore whether the usage of online resources in blended learning courses influences their performance. The data comes from a Business Administration course (256 students). We use regression analyses to explain how Moodle platform usage influences academic performance in terms of both types of skills (theoretical and practical). The intensity of resources usage and their variety influence learning outcomes. This influence is higher in theoretical skills than in practical, thus recommending using online resources for both types of knowledge and complementing the latter with offline resources. Keywords: skills assessment; academic performance; blended learning course; knowledge acquisition; knowledge application

INTEGRATING SPC TABLE FORMATIVE ASSESSMENT WITH SCORM

2007 ◽  
Vol 08 (04) ◽  
pp. 305-320
Author(s):  
WEN-CHIH CHANG ◽  
HUI-HUANG HSU ◽  
TIMOTHY K. SHIH ◽  
HSUAN-CHE YANG
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Reference Model ◽  
Test Problems ◽  
Complete Evaluation ◽  
Learning Content ◽  
E Learning ◽  
Evaluation Mechanism ◽  
Third Dimension ◽  
Student Problem

SCORM (Sharable Content Object Reference Model) is one of the international e-learning specifications, which provides sharable content, compatible run-time environment and learning profile. SCORM supports accessibility, adaptability, affordability, durability, interoperability and reusability. People can share their own learning content with each other and learn things on the Internet. SCORM learning content can run on the SCORM learning management system. However SCORM do not have a complete evaluation mechanism. The SP chart represents students and problems. It is a tool to analyze the relationship between students and their answers to test problems. In this paper, we integrate the SP chart into SCORM as a formative assessment and add course as the third dimension to strengthen SCORM assessment. The developed tool can be used for SCORM assessment in three perspectives: student-problem, course-problem, and student-problem. So any test problem set and the student performance can be thoroughly examined. The tool was applied to a class and the empirical results are presented in this paper.

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