ERIC Number: EJ1056631
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform
Shotwell, Mary; Apigian, Charles H.
Journal of Statistics Education, v23 n1 2015
This study aimed to quantify the influence of student attributes, coursework resources, and online assessments on student learning in business statistics. Surveys were administered to students at the completion of both online and on-ground classes, covering student perception and utilization of internal and external academic resources, as well as intrinsic motivating factors for success in the course. Student performance as defined by quality points, various assignment points, and time spent on assignments, was not significantly different between on-ground and online students. However, use of resources and tools to complete homework and learn new topics differed. As a whole, students predominantly utilized homework as the first tool to learn new topics and complete homework, suggesting a paradigm shift in the way instructors should cater to student's learning habits.
Descriptors: Statistics, Business Administration Education, Student Attitudes, Student Evaluation of Teacher Performance, Participant Satisfaction, Instructional Effectiveness, Online Courses, Conventional Instruction, Intermode Differences, Computer Assisted Testing, Student Surveys, Preferences, Homework, College Students, Time on Task, Time Factors (Learning), Performance Factors, Technology Uses in Education, Instructional Material Evaluation, Learning Strategies, Educational Practices, Achievement Need
American Statistical Association. 732 North Washington Street, Alexandria, VA 22314. Tel: 703-684-1221; Tel: 888-231-3473; Fax: 703-684-2037; e-mail: email@example.com; Web site: http://www.amstat.org/publications/jse
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A