Characteristics of students who enroll and succeed in psychology Web-based classes.

Wang, Alvin Y.; Newlin, Michael H.

doi:10.1037/0022-0663.92.1.137

Cited by 163 publications

(145 citation statements)

References 21 publications

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“…Adult distance education students have different wants and needs. This conclusion agrees with the research of Grandzol and Grandzol (2010), Kuo et al (2013), Arbaugh and Rau (2007), Wang and Newlin (2000), and Liu (2008).…”

Section: Conclusion and Discussionsupporting

confidence: 82%

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Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

Moore¹,

Warner²,

Jones³

2016

JAE

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Section: Conclusion and Discussionsupporting

confidence: 82%

“…Wang and Newlin (2000) assert faculty need to know more about the characteristics of students who enroll in distance education classes. Because little is known about these students, Smith (1997) questions whether instructors can effectively design distance education courses for them.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

Moore¹,

Warner²,

Jones³

2016

JAE

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“…A number of studies have found that only attendance behaviours are correlated with final grades. For example, in higher education Wang and Newlin (2000) looked at homepage hits, posts read, and posts written for 51 students in three sections of a Psychology course. They found that the one frequency behaviour -homepage hits -alone predicted student grades.…”

Section: Prior Research On Online Behavioursmentioning

confidence: 99%

“…However, although online learning at the K-12 level has grown rapidly, research using LMS data at this level remains sparse (Lowes, 2014), especially compared to the amount of work in higher education. In addition, as we will see below, the existing research has looked at different variables and has yielded mixed and sometimes contradictory results (Davies & Graff, 2005;Dawson, McWilliam & Tan, 2008;Hung, Hsu, & Rice, 2012;Hung & Zhang, 2008;Liu & Cavanaugh, 2011a, 2011b, 2012Macfadyen & Dawson, 2010;Ramos & Yudko, 2008;Ryabov, 2012;Wang & Newlin, 2000;Wei, Peng, & Chou, 2015). This paper uses LMS data generated by approximately 700 high school students who were enrolled in 12 asynchronous cohort-paced online courses offered by Pamoja Education (PJE), the course provider for the International Baccalaureate (IB), in order to explore the link between LMS behaviours and course outcomes at the high school level.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Link between Online Behaviours and Course Performance in Asynchronous Online High School Courses

2015

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As enrolment in online courses has grown and LMS data has become accessible for analysis, researchers have begun to examine the link between in-course behaviours and course outcomes. This paper explores the use of readily available LMS data generated by approximately 700 students enrolled in the 12 online courses offered by Pamoja Education, the course provider for the International Baccalaureate, in 2012-2013. The findings suggest that LMS data sets can indeed provide useful information on the relationship between online behaviours and final grades; that higher levels of online behaviours are associated with higher performance; that two types of behaviour, one associated with attendance and the other associated with interactivity, operate separately; and that these two types of behaviour function differently depending on gender.

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“…Goldberg discusses tracking information in the LMS WebCT [3]. Wang predict student performances early by tracking the data on student online activity in a web-based learning management system (LMS) [4] [5]. More recently, John Campbell proposed that the academic analytics of LMS data can identify students at risk of attrition or course failure [6].…”

Section: Motivationmentioning

confidence: 99%

Requirements of Chinese Teachers for Online Student Tracking and a Comparison to Their Western Counterparts

Tan

Ullrich

Scheuer

et al. 2011

Lecture Notes in Computer Science

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Abstract. Effective teaching requires teachers to know their students and to adapt their teaching accordingly, regardless of taking place in China or in Western countries. This raises requirements on online learning environments: they need to track online learners' actions and present these to the teachers. This paper investigates whether the requirements differ between Western and Chinese teachers. We address this question via the analysis of a questionnaire that investigates requirements collected from Chinese teacher who have been in online teaching field for several years. In this paper, we present a detailed analysis of the requirements and compare the results to the formal survey research on the requirements of student tracking system conducted by Western researchers. We found that several requirements differ significantly. The results of this work are significant as they inform the design of online learning environments in general and online learning data analysis in particular. Other research shows that teachers could conduct teaching strategies from the analysis of LMS data [7] [8] [9].In this paper, we investigate whether Chinese and Western teachers have different requirements for student tracking. This paper contributes to learning about cross-cultural difference by investigating the different requirements of Chinese and Western teachers. The work will provide guidance for designing effective educational technology that respects cultural differences. To our knowledge, the work in this paper is the first that investigates this particular question.The paper is structured as follows. Section 2 discusses related work on student tracking. Section 3 describes the teacher's questionnaire, summarizes the results from the Western teachers and presents the new results gained with Chinese teachers. From this raw data, Section 4 distills the requirements of Chinese online teachers. Section 5 analyzes and compares the requirements of Western and Eastern teachers. Section 6 gives the conclusions. Related Work on Student TrackingResearch on student tracking in Web-based Learning Management Systems (LMS) started at the time these systems were first developed. Goldberg discusses tracking information in the LMS WebCT [3], for instance the progress of each student through the course material and how often each component is used.Recent work focuses on providing the teacher further information. ADVisor generates advice on the level of individual students, groups and the whole class [11]. The Classroom Sentinel detects critical teaching and learning patterns, informs the teacher and takes appropriate proactive actions to alleviate detected problems [10]. An "early warning system" for educators predicts at-risk students based on LMS data and allows for more timely pedagogical interventions [12] Teacher's questionnaire and feedback Description of the teachers' questionnaireOur work uses the questionnaire by Zinn and Scheuer as basis. This allows us to compare the requirements collected from the two clusters and to detect s...

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Characteristics of students who enroll and succeed in psychology Web-based classes.

Cited by 163 publications

References 21 publications

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

Exploring the Link between Online Behaviours and Course Performance in Asynchronous Online High School Courses

Requirements of Chinese Teachers for Online Student Tracking and a Comparison to Their Western Counterparts

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