Participation in the Virtual Environment of Blended College Courses:
An Activity Study of Student Performance
Cathy Cavanaugh, Catholic Education Western Australia, Australia ; John Mayberry, University of the Pacific, United States ; Jace Hargis, University of California San Diego, United Arab Emirates
International Journal on E-Learning Volume 15, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper describes an observational study of the introduction of Sakai’s Learning Management System (LMS) into several liberal arts courses at a women’s college in the Middle East. Student participation in the CLE was tracked over the course of the semester and summarized by their number of logins and average session length. These measures were compared with final course grades to increase our understanding of the participation patterns of successful students in this new environment. Interestingly, we observe that students with an intermediate number of logins and session length tended to exhibit the optimal level of course achievement with students who logged in near the low or high amount of times tending to receive lower grades. We provide several potential explanations for this parabolic relationship.
Cavanaugh, C., Mayberry, J. & Hargis, J. (2016). Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance. International Journal on E-Learning, 15(4), 423-432. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)