An Analysis of Online Students’ Behaviors on Course Sites and the Effect on Learning Performance: A Case Study of Four LIS Online Classes

Abstract

This research investigated the relationship between online students' behaviors in a learning management system and their learning performance, as measured by their final grades. Four online information technology classes in a major U.S. library and information science program were studied. The course sites' log data, as well as the students' final grades were analyzed at both the class level and the general level using the aggregated data from all four classes. The results show that the number of days students delayed in accessing weekly lecture materials had a significantly negative correlation with the final grade, while an increased number of discussion board postings had a positive correlation with the final grade. This correlation was significant on borderline, at p = 0.05 level. In one class an increase in the frequency of accessing the syllabus was significantly correlated with the final grade. The implications of the results are discussed. Based on the findings, suggestions on strengthening e-learning are proposed.

Is the Syllabus Passé? Student and Faculty Perceptions

“…Other researchers have also found that students regularly access the syllabus, indicating its' perceived value among students. For example, in a study by Zhang (2016), students in four different classes, two introductory and two advanced, at a research university accessed the syllabus via the learning management system between nine and 14 times per semester on average. In one of the courses, there was a significant correlation between accessing the syllabus and the final course grade, with increases in access being associated with higher final course grades (Zhang, 2016).…”

“…For example, in a study by Zhang (2016), students in four different classes, two introductory and two advanced, at a research university accessed the syllabus via the learning management system between nine and 14 times per semester on average. In one of the courses, there was a significant correlation between accessing the syllabus and the final course grade, with increases in access being associated with higher final course grades (Zhang, 2016). In a study conducted by Calhoon and Becker (2008), students, who were mostly first and second-year students studying at a small university, also reported regularly referring to their syllabus, with almost half of the students indicating that they reviewed the syllabus on the same day as their class.…”