Search results for author:"Kenneth David Strang"
Total records matched: 12 Search took: 0.104 secs
State University of New York, Plattsburgh
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...
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 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...
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...