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The impact of paradigm development and course level on performance in technology-mediated learning environments.(Report)

Hornik, Steven ; Saunders, Carol Stoak ; Li, Yuzhu ; Moskal, Patsy D. ; Dzuiban, Charles D.

Informing Science: the International Journal of an Emerging Transdiscipline, Annual, 2008, Vol.11, p.35(24) [Tạp chí có phản biện]

ISSN: 1547-9684

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  • Nhan đề:
    The impact of paradigm development and course level on performance in technology-mediated learning environments.(Report)
  • Tác giả: Hornik, Steven ; Saunders, Carol Stoak ; Li, Yuzhu ; Moskal, Patsy D. ; Dzuiban, Charles D.
  • Chủ đề: Educational Environment -- Influence ; Educational Environment -- Forecasts And Trends ; Distance Education -- User Statistics ; Distance Education -- Forecasts And Trends ; Educational Technology -- Forecasts And Trends
  • Là 1 phần của: Informing Science: the International Journal of an Emerging Transdiscipline, Annual, 2008, Vol.11, p.35(24)
  • Mô tả: We investigate the effect of paradigm development and course level on the outcomes of web based technology-mediated learning environments in order to ascertain if these external factors can help explain student outcomes. Using an institutional database of student outcomes, we were able to examine data from over 13,000 students in 167 undergraduate courses from the years 1997 --2003. Using this data we examined the question which types of courses are best suited for delivery using web-based technologies. The findings indicate that technology-mediated learning can be used more effectively for some courses than others. Our results suggest that student grades are significantly higher and withdrawal rates lower for courses with high paradigm development (e.g., Biology, Computer Science) than for courses with low paradigm development (e.g., Sociology, English). Even stronger relationships emerge when including the hypothesized moderating effect of course level (introductory or advanced). When taking course level into account, student satisfaction is better in advanced high paradigm classes than in advanced low paradigm classes. The opposite holds when comparing satisfaction in introductory low paradigm classes with introductory high paradigm classes. Withdrawal rates are lower in advanced high paradigm classes than introductory high paradigm classes, while the opposite holds for low paradigm classes, with introductory low paradigm classes having lower withdrawal rates than advanced low paradigm classes. Keywords: Technology-mediated learning environments, paradigm development
  • Ngôn ngữ: English
  • Số nhận dạng: ISSN: 1547-9684

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