Learning Business Law Online vs. Onland

2010 ◽  
pp. 82-95
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Initial Study ◽  
Central Research ◽  
Business Law ◽  
Course Structure ◽  
Significant Difference ◽  
E Learning ◽  
Research Questions ◽  
And Performance

This article reports on two follow-up studies to “A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes” (Shelley, Swartz and Cole, 2007) designed to further examine two critical areas of e-learning, that is, student satisfaction with, and student learning in, an online environment as compared with an onland, or traditional classroom environment. While the initial study found no significant difference between the two, the second study did find statistically significant differences between the online and the onland course formats with regard to two elements of student satisfaction: (1) student satisfaction with the instructor, and (2) student satisfaction with the course structure. The second study went further to look at the effects, if any, of gender, age and nationality on student satisfaction. There was no significant difference found with age or nationality. There was a significant difference between males and females with regard to two of the research questions. The third study focused on student satisfaction and performance in two onland courses. In both areas, results indicated lower overall means for each of the four central research questions.

scholarly journals Comparison of student satisfaction, perceived learning and outcome performance:

2021 ◽  
Author(s):  
Steven L. Taliaferro ◽  
Beverly L. Harger
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Linear Models ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Laboratory Instruction ◽  
Perceived Learning ◽  
Online Class ◽  
And Performance

Objective The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a radiographic technique class teaching radiation health and physics. Methods Following institutional review board approval, 122 participants were randomly assigned to either an online or classroom environment for the lecture portion of the course. All participants attended weekly laboratory sessions in person. Anonymous surveys given during midterm and final exams assessed satisfaction with learning experience and expected grades. Linear models assessing differences between groups were adjusted for age, gender, prior online class experience, online class preference, self-reported computer skill, and time of year. Results Students in the blended cohort reported overall greater satisfaction (p < .03) and found the delivery method more enjoyable (p < .002) than did the traditional classroom cohort. No differences in exam scores between groups were observed. Conclusion This study demonstrated that a blended format of instruction can improve learner satisfaction as compared with the traditional classroom method. Blended instruction implemented into a traditional educational program helps students balance schedules, has a positive impact on perceived learning, and provides exam success similar to that of the traditional classroom.

Effects of Group Formation on Student Satisfaction and Performance: A Field Experiment

2021 ◽  
pp. 104649642098859
Author(s):  
Adrienne Müller ◽  
Henrik Bellhäuser ◽  
Johannes Konert ◽  
René Röpke
Keyword(s):  
Student Satisfaction ◽  
Significant Interaction ◽  
Group Formation ◽  
Online Course ◽  
Group Level ◽  
Prospective Students ◽  
Main Effect ◽  
Research Questions ◽  
And Performance ◽  
Main Effects

This study analyzes the relation of group formation on outcomes of a 4-week online course for prospective students. Group formation was experimentally manipulated based on predefined criteria, personality traits conscientiousness and extraversion. As research questions, groups were considered advantageous if they were formed (a) heterogeneously in extraversion, and (b) homogeneously in conscientiousness. As a result, no uniform outcome was identified. Most variance could be explained on group level, but no significant main effect for experimental grouping was found. Significant interaction between both main effects hint that the results do not provide final answers, but guidance for further research.

scholarly journals Personal Technology in the Classroom

2022 ◽  
Vol 4 (3) ◽  
pp. 111-131
Author(s):  
Christina Long Iluzada ◽  
Robin L. Wakefield ◽  
Allison M. Alford
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Sustained Attention ◽  
Classroom Environment ◽  
Technology Use ◽  
Technology Policy ◽  
Cognitive Learning ◽  
Significant Difference ◽  
Personal Technology ◽  
Technology Policies

College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.

Gamification in e-learning

2019 ◽  
Vol 17 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Chanut Poondej ◽  
Thanita Lerdpornkulrat
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Literacy Skills ◽  
Average Level ◽  
Online Interaction ◽  
Content Type ◽  
Significant Difference ◽  
E Learning ◽  
Information Literacy Skills ◽  
Game Elements

Purpose This study aims to deploy game elements in an e-learning course on the Moodle platform. One of the greatest challenges of e-learning can be motivating and engaging students in learning. Gamification has been attracting increasing attention as a key underlying aspect of pedagogy that can be used to increase student engagement and motivation in learning. Design/methodology/approach To investigate student satisfaction and engagement with an e-learning course, here an Information Literacy Skills course, the authors collected data from 104 undergraduate students enrolled on the course in Thailand. In addition, the authors used student interaction data obtained from Moodle to examine whether there were any differences in the frequency of online interaction with the course between the students who performed at an above-average level and those who were below average. Findings The findings indicated that the students were highly satisfied with the gamification tools in Moodle and they were engaged in the gamified e-learning course. The authors found a significant difference in the frequency of online interaction with the course between the group who performed at an above-average level and the group who were below average. Practical implications The findings have important implications for the development of gamification in e-learning. Originality/value This paper fulfills an identified need to study how gamification idea can be implemented in e-learning.

scholarly journals Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Tristan Cui ◽  
Andrew Coleman
Keyword(s):  
Academic Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Business Law ◽  
Online Participation ◽  
Class Time ◽  
Teacher Student ◽  
Significant Difference ◽  
And Performance

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

Comparative Analyses of Online and Traditional Undergraduate Business Law Classes

2011 ◽  
pp. 76-93
Author(s):  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Student Satisfaction ◽  
Traditional Classroom ◽  
Business Law ◽  
New Paradigm ◽  
Course Structure ◽  
Traditional Course ◽  
Student Profile ◽  
The Cost

E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a changing student profile, scarcity of traditional classroom space, and the recognition that distance learning has created a genuinely new paradigm of instruction. To respond to the changing student demographics, working adults, students in the military and residents of rural communities as well as of other countries, more and more universities are including online (internet-based) course offerings to their core offerings. As they do, the question arises whether online instruction is, or can be, as effective as classroom instruction. Investigating the question has been the focus of several studies. Our studies compared students enrolled in both online and traditional classroom versions of one business law course where all elements were the same except for the instruction format. The first study found no significant difference between the two formats with regard to student satisfaction and student learning, supporting earlier comparisons of online and traditional instruction modes. However, the second study did find statistically significant differences between the online and the traditional course formats with regard to student satisfaction with the instructor, and student satisfaction with the course structure.

scholarly journals Realistic simulation in immunization: satisfaction, self-confidence and performance of nursing students

Rev Rene ◽  
2020 ◽  
Vol 21 ◽  
pp. e44514
Author(s):  
Eveline Pinheiro Beserra ◽  
Lana Barroso Melo Camelo ◽  
Liana Mara Rocha Teles ◽  
Jessyca Elaine Chagas Barbosa ◽  
Viviane Mamede Vasconcelos Cavalcante ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
T Test ◽  
Realistic Simulation ◽  
Self Confidence ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Group 2 ◽  
And Performance ◽  
Health Discipline

Objective: to analyze satisfaction, self-confidence and performance of nursing students in realistic immunization simulation. Methods: quasi-experimental study, using the Immunization Checklist and Student Satisfaction and Self-confidence in Learning Scale, with 72 students, divided into Group 1 (38 seventh semester students who have not yet been in the field of practice in the Child Health discipline) and Group 2 (34 ninth semester students). Results: there was no difference between groups in terms of immunization performance (t-test: 1.701; p=0.096), as well as in terms of the degree of performance (Likelihood Ratio: 1.939; p=0.164). There was a significant difference when assessing satisfaction and self-confidence in learning (t-test: 2.346; p=0.023). Conclusion: the previous practice of immunization in the field of practice did not influence the performance of nursing students during the realistic simulation, but it did interfere with satisfaction and self-confidence in learning.

PENGARUH STRATEGI PEMBELAJARAN E-LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR AKUNTANSI

Akademika ◽  
2019 ◽  
Vol 8 (01) ◽  
pp. 81-100
Author(s):  
Eva Kristiyani ◽  
Iffah Budiningsih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Student Group ◽  
Design Factor ◽  
Significant Difference ◽  
E Learning ◽  
Learning Interest ◽  
Equivalent Class

The aim of this research is to know the influence of e-learning learning strategy and interest in learning to accounting learning result. This research was conducted at SMK Permata Bangsa Kelurahan Jakasetia, South Bekasi Subdistrict, Bekasi City involving 56 samples taken with random sampling technique to the equivalent class. Instrument used in this research is the accounting test and questionnaire interest in student learning; and the data analysis using two-way ANAVA and Tukey Test. The results of this study obtained: (1) there is a significant difference between the learning outcomes of students who are taught with e-learning learning strategies and expository strategies in which the results of student accounting learning taught by e-learning strategy is higher than the students taught by strategy expository learning. (2) There is an interaction between students who are taught using learning strategies with interest in learning on accounting learning outcomes. (3) This means that the result of group accounting learning which is taught using e-learning learning strategy is significantly higher than that taught using expository learning strategy in students who have high learning interest. (4) While the learning result of student group accounting that is taught using e-learning strategy is same as learning result which is taught using expository learning strategy to students who have low learning interest, influenced by student environment factor and learning design factor in research.

Exploring The Effect of Visual Information Degradation on Human Perception and Performance In A Human-Telerobot System

2020 ◽  
Vol 64 (1) ◽  
pp. 1302-1307
Author(s):  
Richard Stone ◽  
Minglu Wang ◽  
Thomas Schnieders ◽  
Esraa Abdelall
Keyword(s):  
Visual Information ◽  
Human Perception ◽  
Low Level ◽  
Hit Rate ◽  
Word Level ◽  
Level Of Automation ◽  
Significant Difference ◽  
Human Operators ◽  
And Performance ◽  
High Level

Human-robotic interaction system are increasingly becoming integrated into industrial, commercial and emergency service agencies. It is critical that human operators understand and trust automation when these systems support and even make important decisions. The following study focused on human-in-loop telerobotic system performing a reconnaissance operation. Twenty-four subjects were divided into groups based on level of automation (Low-Level Automation (LLA), and High-Level Automation (HLA)). Results indicated a significant difference between low and high word level of control in hit rate when permanent error occurred. In the LLA group, the type of error had a significant effect on the hit rate. In general, the high level of automation was better than the low level of automation, especially if it was more reliable, suggesting that subjects in the HLA group could rely on the automatic implementation to perform the task more effectively and more accurately.

scholarly journals Prospective study to assess the tissue response to HPC-coated p48 flow diverter stents compared to uncoated devices in the rabbit carotid artery model

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Tim Lenz-Habijan ◽  
Pervinder Bhogal ◽  
Catrin Bannewitz ◽  
Ralf Hannes ◽  
Hermann Monstadt ◽  
...  
Keyword(s):  
Foreign Body ◽  
Flow Diverter ◽  
Foreign Body Response ◽  
Tissue Response ◽  
Acute Setting ◽  
Significant Difference ◽  
And Performance ◽  
Surface Modified ◽  
Common Carotid Arteries

Abstract Background Flow diverters (FDs) are widely used in the treatment of intracranial aneurysms, but the required medication increases the risk of haemorrhagic complications and limits their use in the acute setting. Surface modified FDs may limit the need for dual antiplatelet therapy (DAPT). Hydrophilic polymer coating (HPC) may reduce the need of medication. Methods This explorative study, approved by the local authorities and the local welfare committee, compared stent behaviour and overall tissue response between HPC-coated FDs and uncoated FDs, both implanted into the common carotid arteries of eight New Zealand white rabbits. Endothelialisation, inflammatory response, and performance during implantation were assessed. Angiographic follow-up was performed to observe the patency of the devices after implantation and after 30 days. Histological examinations were performed at 30 days to assess foreign body reaction and endothelialisation. Kruskal-Wallis and Wilcoxon tests were used to compare non-parametric variables. Results Angiography showed that both coated and uncoated FDs performed well during implantation. All devices remained patent during immediate follow-up and after 30 days. Histopathology showed no significant difference in inflammation within the vessel wall between the two cohorts (2.12 ± 0.75 vs. 1.96 ± 0.79, p = 0.7072). Complete endothelialisation of the stent struts was seen with very similar (0.04 ± 0.02 mm vs. 0.04 ± 0.03 mm, p = 0.892) neoendothelial thickness between the two cohorts after 30 days. Conclusion Taking into account the limitation in sample size, non-significant differences between the HPC-coated and uncoated FDs regarding implantation, foreign body response, and endothelialisation were found.

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