Student Interaction with Online Course Content: Build It and They Might Come
Meg Coffin Murray, Jorge Pérez, Debra Geist, Alison Hedrick, Kennesaw State University, United States
JITE-Research Volume 11, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute
Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning process. This study investigates student patterns of access to instructional resources provided in an asynchronous online digital literacy course offered at a regional university in the United States. Frequency counts and access rates collected from a learning management system were used to assess patterns of student retrieval of course materials in four categories: core materials, direct support, indirect support and ancillary materials. Results were consistent with student survey responses and indicate that students selectively access course content based upon the degree to which they perceive it will positively influence performance and outcomes on assignments and assessments.
Murray, M.C., Pérez, J., Geist, D. & Hedrick, A. (2012). Student Interaction with Online Course Content: Build It and They Might Come. Journal of Information Technology Education: Research, 11(1), 125-140. Informing Science Institute.
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Catherine Bacos & Karen Grove, University of Nevada, Las Vegas, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 374–379
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