TY - JOUR
T1 - Performance in E-learning
T2 - Online participation and student grades
AU - Davies, Jo
AU - Graff, Martin
PY - 2005
Y1 - 2005
N2 - The beneficial effects of learners interacting in online programmes have been widely reported. Indeed, online discussion is argued to promote student-centred learning. It is therefore reasonable to suggest that the benefits of online discussion should translate into improved student performance. The current study examined the frequency of online interaction of 122 undergraduates and compared this with their grades at the end of the year. The findings revealed that greater online interaction did not lead to significantly higher performance for students achieving passing grades; however, students who failed in their courses tended to interact less frequently. Other factors that may be salient in online interactions are discussed.
AB - The beneficial effects of learners interacting in online programmes have been widely reported. Indeed, online discussion is argued to promote student-centred learning. It is therefore reasonable to suggest that the benefits of online discussion should translate into improved student performance. The current study examined the frequency of online interaction of 122 undergraduates and compared this with their grades at the end of the year. The findings revealed that greater online interaction did not lead to significantly higher performance for students achieving passing grades; however, students who failed in their courses tended to interact less frequently. Other factors that may be salient in online interactions are discussed.
U2 - 10.1111/j.1467-8535.2005.00542.x
DO - 10.1111/j.1467-8535.2005.00542.x
M3 - Article
VL - 36
SP - 657
EP - 663
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 4
ER -