Search results for author:"Kenneth Strang"
Total records matched: 19 Search took: 0.107 secs
State University of New York, Plattsburgh
Cooperative learning in graduate student projects: Comparing synchronous versus asynchronous collaboration
Journal of Interactive Learning Research Vol. 24, No. 4 (October 2013) pp. 447–464
Cooperative learning was applied in a graduate project management course to compare the effectiveness of asynchronous versus synchronous online team meetings. An experiment was constructed to allocate students to project teams while ensuring there...
International Journal of Web-Based Learning and Teaching Technologies Vol. 12, No. 1 (January 2017) pp. 32–50
The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is...
Determining the Consistency of Student Grading in a Hybrid Business Course using a LMS and Statistical Software
International Journal of Web-Based Learning and Teaching Technologies Vol. 8, No. 2 (April 2013) pp. 58–76
Extant literature asserted that peer assessments improved learning but only a few studies had addressed the student rating consistency issue and not had evaluated this within a Learning Management System (LMS). The researcher explored how to conduct ...
International Journal of Online Pedagogy and Course Design Vol. 2, No. 3 (July 2012) pp. 1–18
The study examined diaspora (team culture) and learning style of 700 international students from 19 countries, enrolled at an accredited Australian university. The research focus was to explore online pedagogy by measuring student diaspora and...
Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course
International Journal of Virtual and Personal Learning Environments Vol. 2, No. 3 (July 2011) pp. 50–63
Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it...
E-Learning Effectiveness in a Quantitative Course: Theoretical Versus Industry-Related Discussion and Exam Questions
International Journal of Information and Communication Technology Education Vol. 7, No. 2 (April 2011) pp. 57–68
A quasi experiment compared the effectiveness of discussion question types on exam scores in an online quantitative methods course at an accredited university. Correlation, ANOVA and MANCOVA were utilized to test the hypothesis that questions...
Quantitative Online Student Profiling to Forecast Academic Outcome from Learning Styles Using Dendrogram Decision Models
Multicultural Education & Technology Journal Vol. 2, No. 4 (2008) pp. 215–242
Purpose: The purpose of this paper is to inform international student study strategies as well as course design and instructional approach. Design/methodology/approach: Multiple research methods are applied, starting with exploratory data analysis,...
Campus-Wide Information Systems Vol. 28, No. 2 (2011) pp. 80–92
Purpose: A quasi-experiment compared two instructional approaches for an existing MBA online business strategy course at an accredited university to answer the question: how can discussion questions become more effective in online MBA courses? The...
Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course
Journal of Education for Business Vol. 86, No. 4 (2011) pp. 223–233
Student knowledge sharing and conversation theory interactions were coded from asynchronous discussion forums to measure the effect of learning-oriented utterances on academic performance. The sample was 3 terms of an online business course (in an...
Decision Sciences Journal of Innovative Education Vol. 10, No. 1 (January 2012) pp. 3–23
An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann-Whitney U-tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the...
International Journal of Learning and Change Vol. 4, No. 2 (2010) pp. 181–202
The internet has led to an increasing number of international students enrolling for postgraduate degrees. The literature confirms that there have been problems such as attrition, motivation, supervision and others. Professors struggle to appease...
Journal of Interactive Learning Research Vol. 27, No. 2 (April 2016) pp. 125–152
Researchers have demonstrated the capability of learning data analytics for student retention but it remains unclear if e-learning course activity is related to, or can predict, academic learning. Moodle engagement analytics has not yet been...
Using Recursive Regression to Explore Nonlinear Relationships and Interactions: A Tutorial Applied to a Multicultural Education Study
Practical Assessment, Research & Evaluation Vol. 14, No. 3 (March 2009)
This paper discusses how a seldom-used statistical procedure, recursive regression (RR), can numerically and graphically illustrate data-driven nonlinear relationships and interaction of variables. This routine falls into the family of exploratory...
Journal of Educational Technology Systems Vol. 44, No. 3 (2016) pp. 273–299
This article starts with a detailed literature review of recent studies that focused on using learning analytics software or learning management system data to determine the nature of any relationships between online student activity and their...
Journal of Information Technology Education: Innovations in Practice Vol. 14, No. 1 (Jan 22, 2015) pp. 1–16
An online Moodle Workshop was evaluated for peer assessment effectiveness. A quasi-experiment was designed using a Seminar in Professionalism course taught in face-to-face mode to undergraduate students across two campuses. The first goal was to...
International Journal of Educational Research Vol. 48, No. 4 (2009) pp. 245–257
Online higher education professors may find their teaching approaches conflict with the learning preferences of their globally dispersed students, which can impede academic performance. In this empirical study of 254 international doctorate students ...
International Journal of Educational Research Vol. 62, No. 1 (2013) pp. 210–219
High stakes standardized exams are expensive and not related to program learning (instead, most researchers found they could be predicted by prior ability). The researcher used customized pedagogy – instructor-led collaborative study groups – to...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 840–853
The main hypothesis of this recent study was that student peer assessing could produce a fair grade in a hybrid undergraduate supply chain course. A key challenge was there were three long written assignments weighted at 90% of the course spread...