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.

Using Action Research to Assess Student Performance in Traditional vs. E-Learning Formats

2010 ◽  
pp. 112-124 ◽  
Author(s):  
Retta Guy ◽  
Craig Wishart
Keyword(s):  
Action Research ◽  
Online Education ◽  
Organizational Behavior ◽  
Student Performance ◽  
Business Majors ◽  
Delivery Method ◽  
Chi Square ◽  
Web Based ◽  
E Learning ◽  
Final Grades

While the popularity and acceptance of online education is undeniable, many are concerned about measurable performance of student learning in Web-based courses. The issue of student performance dates back to the start of correspondence courses as the initial challenge to the traditional classroom (McLaren, 2004). Yet, today, it is not a question of whether we pursue this educational medium, but rather, are students in the Web-based courses performing equal to or better than their counterparts in the classroom-based courses? An action research study was conducted to assess student performance in a traditional versus e-learning format at a historically Black land-grant university located in the southern part of the United States. The population sampled included 293 declared business majors who were self enrolled in either organizational behavior or international business undergraduate courses. Both courses in both formats were conducted over a 3-year period. A chi-square test was run to determine if correlation exist between final grades and delivery method. The results revealed that the delivery method did not impact student performance; hence, concluding that there was not sufficient evidence to assert that a relationship exists between final grades and delivery method.

Using Action Research to Assess Student Performance in Traditional vs. E-Learning Formats

2012 ◽  
pp. 718-730
Author(s):  
Retta Guy ◽  
Craig Wishart
Keyword(s):  
Action Research ◽  
Online Education ◽  
Organizational Behavior ◽  
Student Performance ◽  
Business Majors ◽  
Delivery Method ◽  
Chi Square ◽  
Web Based ◽  
E Learning ◽  
Final Grades

While the popularity and acceptance of online education is undeniable, many are concerned about measurable performance of student learning in Web-based courses. The issue of student performance dates back to the start of correspondence courses as the initial challenge to the traditional classroom (McLaren, 2004). Yet, today, it is not a question of whether we pursue this educational medium, but rather, are students in the Web-based courses performing equal to or better than their counterparts in the classroom-based courses? An action research study was conducted to assess student performance in a traditional versus e-learning format at a historically Black land-grant university located in the southern part of the United States. The population sampled included 293 declared business majors who were self enrolled in either organizational behavior or international business undergraduate courses. Both courses in both formats were conducted over a 3-year period. A chi-square test was run to determine if correlation exist between final grades and delivery method. The results revealed that the delivery method did not impact student performance; hence, concluding that there was not sufficient evidence to assert that a relationship exists between final grades and delivery method.

scholarly journals Estrategias que complementan la capacitación e-learning en el sector productivo

2020 ◽  
pp. 31-37
Author(s):  
María del Consuelo Salinas-Aguirre ◽  
Jaquelina Lizet Hernández-Cueto ◽  
Sara Margarita Yáñez-Flores ◽  
Carlos Daniel Emiliano-Castillo
Keyword(s):  
Organizational Behavior ◽  
Quantitative Research ◽  
Human Factor ◽  
Financial Resources ◽  
Virtual Classrooms ◽  
High Productivity ◽  
Quality Of Work ◽  
E Learning ◽  
Evaluation Of Training

On-the-job development apprenticeship online training quantitative research. The perspective is pedagogical centered on the worker supported by theories of labor development. Made with a random sample of 326 workers from 5 companies in Coahuila. The objective is the optimization of human, technical and financial resources of the workforce for quality productivity. The administration for the development of the human factor is systematized with surveys via the Internet. The development and satisfaction of employees is manifested in organizational behavior and overall quality of work. The business investment for high productivity and personal satisfaction returns is in training. The objective is to complement the training with administrative tools for worker development. The subtopics are supported by theories of virtual learning that consider the central dimensions of the work that motivate the tasks: variety, identity, value, autonomy and feedback; online learning methodologies. The idea that the task itself is key to motivating administration workers; strategic programming; career prospecting; didactics for adults; operation of programs with internet; evaluation of training in virtual classrooms; redesign "e learning" and evaluation of distance training.

scholarly journals Assessing the Reliability of Merging Chickering & Gamson’s Seven Principles for Good Practice with Merrill’s Different Levels of Instructional Strategy (DLISt7)

2016 ◽  
Vol 20 (2) ◽  
Author(s):  
Syaril Izwann Jabar
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Online Courses ◽  
Good Practice ◽  
Measurement Instrument ◽  
Internal Reliability ◽  
Seven Principles ◽  
Confirmatory Factor ◽  
Different Levels

Based on Chickering and Gamson’s (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill’s (2006) Different Levels of Instructional Strategy. The aim was to develop, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet quasi-experiment. It was proposed that the instrument could then be used as a rubric either for facilitating the implementation of DLISt7, or as a set of unobtrusive diagnostic indicators for assessing the quality of learning experienced by students in blended and online courses. The study was conducted across five faculties at a regional Australian multi-campus university. The intent was to contribute to knowledge building by leveraging the data that had been collected, analyzed, and reported to generate awareness about the likelihood of scaffolding and scaling, varying levels of instructional strategies for communicating expectations, and relaying information. The idea was to produce a tool that would create more opportunities for more of the principles to be put to good use as an effectiveness multiplier. The findings from the analysis conducted using exploratory and confirmatory factor analysis verified the validity of DLISt7 and demonstrated excellent internal reliability values.

scholarly journals Accreditation of Engineering Education: A Comprehensive Assessment Plan

2020 ◽  
Vol 9 (4) ◽  
pp. 646-657
Keyword(s):  
Engineering Education ◽  
Student Performance ◽  
Education Program ◽  
Technical Education ◽  
Central Feature ◽  
Academic Quality ◽  
Self Assessment ◽  
Student Centered ◽  
National Board

Considerable expansion of technical education has taken place in India. However, the quality of technical education graduates of the country is a matter of concern. To enhance the quality and standard in technical education, NBA accreditation, a process of benchmarking of academic quality of an engineering education program or diploma engineering education program by an accreditation agency, has been introduced. India is a signatory nation of Washington Accord through National Board of Accreditation. Now, accreditation has become compulsory for quality assurance, recognition of graduates globally, recognition by the stakeholders, for branding and for expansion of the program. However, very few programs have been accredited so far in India. Outcome Based Education is the central feature of accreditation which focuses on outcomes. It is a student centered approach which measures student performance or outcomes in terms of knowledge, skills, and attributes. The institutions intending to apply for accreditation are facing difficulty in preparing Self Assessment Report (SAR), especially CO- PO attainment. The purpose of this paper is to share our experiences of NBA accreditation process, especially assessment of CO and PO attainment. CO attainment is solely measured by direct measurement methods (internal and external assessments). Program Outcome attainment is calculated by both direct attainment method and indirect attainment method (various surveys). Various boards and committees formed for the preparation for accreditation are also outlined in this paper. The accreditation of two programs of our institute by NBA is an important indication of the appropriateness of the methods applied to achieve this goal. Since NBA is a member of the Washington Accord, this study may help not only local readers but also international readers having similar accreditation systems.

scholarly journals BENEFITS OF MANAGEMENT GAMES IN DISPLAYS PERFORMANCE STUDENT AT ILEARNING EDUCATION

2021 ◽  
Vol 2 (1) ◽  
pp. 66-74
Author(s):  
Desy Apriani ◽  
Eka Purnama Harahap ◽  
Paramitha Kusuma Wardhani
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Swot Analysis ◽  
Learning System ◽  
Technological Advancement ◽  
Improve Student Performance ◽  
Management Games ◽  
E Learning

The development of learning in education has now increased. As time goes on, technology has grown rapidly. With the development of technology today can help the learning process. One example of technological advancement in education is E-Learning. E-Learning provides the convenience of lecturers and students in distance learning so that learning runs effectively and efficiently. In an effort to improve the quality of education in Indonesia, Raharja University has implemented an online learning system called iLearning. But iLearning's online learning system has not been the maximum, there are some students who have not been active in the classroom as the lecture took place and there are still students who are late working on the assignment given. To improve the performance of students while in the classroom and to perform timely assignments lecturers apply a method of gamification. Students will earn points when working on an assignment that has been given by the lecturer. The earning points are listed on the iDu Dashboard in order to provide motivation for students to do other tasks and compete with classmates. The methods used to address these problems include SWOT analysis methods, Literature Review, and Unified Modelling Language (UML) as a modeling design. This research aims to improve student performance in the process of teaching and learning activities.

scholarly journals BUILDING PLANES AND LEARNING STANDARD COSTING: A STUDENT-CENTERED APPROACH

2021 ◽  
Vol 32 (1) ◽  
pp. 71-103
Author(s):  
Luciane Reginato ◽  
Edgard Cornacchione
Keyword(s):  
Instructional Strategies ◽  
Student Performance ◽  
Learning Strategies ◽  
Research University ◽  
Real Life ◽  
Control Group ◽  
Managerial Accounting ◽  
Student Centered ◽  
Program Administrators ◽  
Post Test

Driven by a continuing debate about the management accounting career evolution and the influence of instructional strategies on student performance, this study focuses on active learning strategies in managerial accounting courses. Based on Kolb’s experiential learning theory, a quasi-experiment was developed to assess the effect of a guided aviation manufacturing hands-on team-based case in teaching standard costing to business administration majors. Evidence was gathered from four cohorts of a cost accounting undergraduate course in a large public research university in Brazil. A total of 219 students participated in the study. The instructor taught all groups under identical conditions on a weekly basis. Data processing included descriptive statistics, a paired test (experimental hypothesis), and wordclouds. In addition, experts (faculty in the field) validated the results. Results are robust (Cohen’s d of 1.026) and indicate that the experimental group demonstrate significant pre- to post-test improvement in exam performance, compared to the control group, with a large effect size. Contributions of the study aimed at transferring learning that favors students approach to real life and the development of social skills (student builds, interacts and manages an activity working in teams); a positive experience that may encourage faculty and program administrators to use more active instructional strategies; and preparing the students for the market, developing professionals with demanded working skills.

scholarly journals Improvement of Student Attention Monitoring Supported by Precision Sensing in Learning Management Systems

2021 ◽  
Author(s):  
Andreia Filipa Valada Pereira Artífice ◽  
João Sarraipa ◽  
Ricardo Jardim-Goncalves
Keyword(s):  
Student Performance ◽  
Communication Systems ◽  
Learning Management Systems ◽  
Management Systems ◽  
Student Centered ◽  
Computer Mediated ◽  
E Learning ◽  
Learning Management ◽  
Automatic Attention ◽  
Student Attention

A Learning Management Systems (LMS) can benefit from the inclusion Computer-Mediated-Communications (CMC) software for delivering materials. Incorporating CMC tools in virtual classrooms or implementing educational blogs, can be very effective in e-learning platforms. In such student-centered interaction scenarios, it is important to monitor and manage student attention in a precise way to enhance student performance. Sensing with precision through 6G/7G technology allows to include electronic and software devices to produce such monitoring. This chapter contextualizes and describes an abstraction application scenario of sensing and monitoring student attention with high precision in Learning Management System with new communication systems. In that context, technology (e.g. sensors), is used to perform automatic attention monitoring, helping to manage students in e-Learning. Additionally, the document presents a possible scenario which supports intelligent services to the monitoring of student attention during e-learning activities in the context of Smart HEI (Higher Education Institutes).

Αξιολόγηγη εκπαιδευτικών αναγκών και δημιουργία προτύπου εκπαιδευτικού υλικού για κτηνοτρόφους

2014 ◽  
Author(s):  
Γεώργιος Μπέλλος
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Concept Maps ◽  
Training Programs ◽  
Linear Regression Analysis ◽  
Training Needs ◽  
Instructional Programs ◽  
Learning Efficiency ◽  
Instructional Needs

In Greece, sheep farming (SF) constitutes a major branch of the primaryproduction sector with significant contribution to the country’s economy, especiallyfor the less privileged regions. Due to the uniqueness and quality of its products, SFshows considerable dynamics, even under the tough antagonism and the restrictionconditions imposed by the European Union. As a result, SF attracts more and moreyoung people who, faced with economic crisis, seek out alternativeentrepreneurships.As other production sectors, modern SF aims at maximizing economic efficiencyby best exploiting all the available knowledge, information and technology. Despiteits major importance, SF seems, however, to be characterized by a serious lack ofrecent knowledge and technology. Thus the training needs of people involved in thismajor production activity appear nowadays more urgent than ever before.The current study has been motivated from the previous conclusion. The aims ofthe present study were to: a) evaluate the training needs of sheep farmers in one ofthe least privileged regions of Greece (Epirus), b) develop instructional materialbased on farmers’ instructional needs and c) compare the learning effectiveness oftwo instructional strategies both based on Information and CommunicationTechnologies (ICTs) in a typical class learning environment. The first strategy wasbased on the most widely training tool used i.e. the «classic» digital multimedia presentation (MP) approach, while the second one employed a modern strategyapproach known as the concept maps (CM). CMs are based on proceduresrepresenting and visualizing concepts and their (inter)relations, having the form of adiagram where concepts are presented clearly and succinctly.The current study is structured by two parts.In the first part, data were collected, through personal interviews from 65 sheepfarmers located on Epirus region during May 2009 to October 2010. These sheepfarmers had prior experience(s) of collaboration with geotechnicians and most ofthem are or were involved in animal recording programs in the region of interest.Data recorded here regarded previous types of acquired information, attendance of instructional programs, as well as attitude with regard to qualitative characteristicsthat future instructional programs should comprise (eg. content, organization,participation, frequency of attendance, structure etc). Familiarity level as well aspotential use of ICTs with emphasis on computers in sheep production and the levelof knowledge in various production subjects (genetics, reproduction, performancecontrol, animal feeding, management, hygiene and husbandry issues) have also beenrecorded.Analysis of the data of the first part included description statistics and chi-squaredtests. Results showed that sheep farmers mainly prefer to be informed onprofessional issues by unofficial sources such as discussion(s) with other farmers,TV programs and agricultural press followed by agricultural co-operatives andinstructional programs. Despite the generally low level of participation ininstructional programs, sheep farmers who had previously attended relevantprograms highly appreciated the instructors’ interest as well as the organizationallevel of the instructional programs. Furthermore, they seem to have successfullyapplied some of the newly acquired practices/knowledge in the practice whileshowing interest in participating future instructional programs, especially when theseare provided for free. Among various instructional subjects, sheep farmers ratedanimal breeding, animal nutrition and health, reproduction and information on sheepbreeds of highest interest for future instructional programs. Finally, further analysis of the questionnaires showed a lack of knowledge and malpractices, in a lesseror/and greater degree, in almost all subjects examined. Despite farmers’ positiveattitude towards the use of technologies in farm management, familiarity with the useof computers and ICTs was, in general, insufficient.During the first phase of the second part of the study, an instructional materialentitled: ―Selection of replacement animals in sheep farms‖ was developed. Thismaterial was developed following a detailed analysis of the perceived as well as thelatent instructional needs of the sheep farmers participating in the first part of thestudy. Then, two instructional strategies were employed; one based on a typicalPowerpoint Presentation (MP) and the other exploiting Conceptual Maps (CMs).Both instructional ways contained the same quantity and quality of (non)multimediaobjects (text, images, videos, web site links). Instructional interventions using thetwo instructional tools on a total number of n=187 students, making up a total of 15classes, in 9 different cities and communities of West Greece during October 2012 toJuly 2013, followed.Evaluation of the trainees’ knowledge was assessed using the SOLO (Structure ofObserved Learning Outcomes) taxonomy. Prior and posterior to each intervention, trainees were asked to answer five questions pertaining to the instructional subject.Answers comprised multiple-choice as well as open-ended type questions of gradeddifficulty. Each answer was classified into one of the following five hierarchicalcognitive levels: 1) prestructural, 2) unistructural, 3) multistructural, 4) relational and5) extended abstract. The learning efficiency of the two instructional strategies defined as the scoringdifference in total (TD) and per question (D1,…,D5) was then statistically analyzedusing a stepwise multiple linear regression analysis (SMLR). Here the scoringdifference(s) (individual and total) were used as the dependent variable(s) andvarious variables (trainee groups, education level, instructional strategy etc), weretreated as the independent factors. Results of SMLR analysis showed that the twoinstructional strategies (MP and CM) displayed equal effectiveness both at total andindividual (per question) level. Furthermore, statistically significant differences inTD were observed between: a) students of the Dairy School when contrasted to newand purebred farmers and 2) university vs. the primary school graduates. This findingsupports the conclusion that previous participation of farmers to training programsenhances their training acceptability and familiarity and increases learningefficiency. Based on the present results, it was concluded that CMs could be used asan alternative instructional strategy when designing training programs for sheepfarmers. More research is warranted with regard to the learning efficiency of MPs inthis target group as well as in other groups of the primary sector.In conclusion, tracing the instructional needs of sheep farmers has proved to be alaborious, time consuming and costly procedure. Proper analysis of farmers’ trainingneeds, development of instructional material using ICTs and knowledgedissemination to numerous sheep farmer groups enhanced overall level of knowledge. Taking into account the indirect and/or the long-term benefits of training,reflected in terms of improved productivity and financial effectiveness of the sheepfarms, the overall advantages of the training programs are far more significant forvarious groups (farmers, co-operatives) and the society, in general.

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