Evaluation of Factors Related to Student Performance in a Distance-Learning Business Communication Course

Cheung, Lenis Lai Wan; Kan, Andy C. N.

doi:10.1080/08832320209599674

Cited by 84 publications

(82 citation statements)

References 8 publications

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“…Therefore, as other authors before (Oblinger, Barone, & Hawkins, 2001), also we call upon the consideration of these differences and recognize that developing and designing an online program embraces different educational services regarding components, curricula, pedagogy and even marketing compared to on-campus students. Furthermore, in line with the authors Cheung & Kan (2002) we recognize the importance of diversity within the online student population itself and the need to identify individual student characteristics in order to be able to design and develop online programs and courses in line with the needs of the audience. Hence, we claim that not only success factors have to be considered when looking at the problems of drop-out rates and retention, but satisfaction as well.…”

Section: Discussionmentioning

confidence: 90%

Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

Wieser¹,

Seeler²,

Sixl-Daniell³

et al. 2017

Proceedings of the 3rd International Conference on Higher Education Advances

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Student feedback on online education has become of major importance for many higher education institutions. While researchers already identified students' success factors and analyzed student satisfaction in online study programs and courses, the role of expectations in students' online educational experience has been very often neglected in previous research. Our study adds here as it captures students' expectations at the beginning of an online study program, highlighting the differences to traditional oncampus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy student needs in order to improve online programs or courses, but also a means to track the institutions own performance.

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Section: Discussionmentioning

confidence: 90%

Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

Wieser¹,

Seeler²,

Sixl-Daniell³

et al. 2017

Proceedings of the 3rd International Conference on Higher Education Advances

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“…Results regarding time and cost investment in the OL environment are mixed as some studies indicate that students perceive OL learning to be more time consuming (Dobbs et al, 2009;Gifford, 1998;Perreault et al, 2008), indicate student indifference (Fish & Snodgrass, 2014), or report FTF students studying more than their OL counterparts (Horspool & Lange, 2012). Good time management skills are critical in OL learning (Cheung & Kan, 2002). Student beliefs regarding OL education may also include the educational benefit and monetary cost associated with a course (Chawla & Joshi, 2012).…”

Section: Student Characteristicsmentioning

confidence: 99%

A Study of Changes in Online Graduate Business Student Perceptions over a Course

Fish¹

2017

brcacadje

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Prior research indicates that as students experience more online (OL) courses, their perceptions of the OL environment compared to the face-to-face (FTF) learning environment changes. This study evaluates the perceptual changes for graduate students over a single course. Over the semester, graduate student perceptions with respect to difficulty, cheating, and preference changed, while student perceptions of motivation, discipline, self-directed preference, independence, time and cost investment, student-tostudent interaction, student-to-instructor interaction, schedule flexibility, happiness and appropriateness of OL education did not. Differences in perceptions between novice and more experienced LITERATURE REVIEWAs indicated by a recent Babson Survey, the use of online (OL) education in higher education is on the rise, and many academic administrators believe that OL education learning is the same or superior to those in traditional face-to-face (FTF) classrooms (Allen & Seaman, 2013). Contrastingly, others argue that due to intrinsic differences, learning through OL education does not replicate the learning in the FTF classroom (Bejerano, 2008). With this increase in OL courses, several studies evaluated both student perceptions and student performance in the OL environment (e.g.

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“…En este sentido, nuestro estudio extiende y completa otros análisis realizados sobre muestras heterogéneas respecto a la edad (Jiménez-Fernández, 1987;Cheung y Kan, 2002), pero referidos a programas de enseñanza a distancia y no presencial, en los que se ofrece cierta flexibilidad a los estudiantes para que puedan adaptar su estructura a sus propias necesidades. Además, en el estudio analizamos si los efectos de la edad sobre el rendimiento podrían diferir en dos contextos distintos de evaluación de la asignatura, un sistema de evaluación continuada y un sistema de evaluación global.…”

Section: Conclusionesunclassified

“…Dichas variables son relevantes en el estudio de las relaciones entre la edad y el rendimiento académico. Respecto a la asistencia a clase, en los estudios de Cheung y Kan (2002) y Tejedor (2003, se encuentra una relación positiva entre la asistencia y el rendimiento. Asimismo, la incidencia del sistema de evaluación sobre el rendimiento final del estudiante se analiza en los trabajos que valoran la utilización de diferentes sistemas y herramientas de evaluación, como en Clavería (2009) y Fraile et al (2013), en los que se observa un efecto positivo cuando se utilizan sistemas de evaluación continuada.…”

Section: Introductionunclassified

“…En general se observa que al trabajar con muestras correspondientes a programas de enseñanza presencial, los escenarios de análisis presentan poblaciones homogéneas en edad, en las que mayoritariamente suele coincidir con la teórica de acceso (Martínez y Galán, 2000). Por otra parte, los trabajos donde se analizan muestras más heterogéneas respecto a la edad (Cheung y Kan, 2002), en general son estudios referidos a programas de enseñanza a distancia y no presencial, en los que se ofrece cierta flexibilidad a los estudiantes para que puedan adaptar la estructura a sus propias necesidades. El presente trabajo pretende cubrir este vacío, analizando cómo afecta el incremento de edad del estudiante al rendimiento académico universitario sobre una muestra heterogénea de estudiantes que cursan una asignatura presencial.…”

Section: Introductionunclassified

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La edad y el rendimiento académico universitario - [Age and Academic Performance of College Students]

Tarragona¹,

Vinuesa²,

Scarpellini³

2017

La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación Y Competitividad

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Resumen-En este trabajo se analiza la relación entre la edad y el rendimiento académico universitario en un curso de adaptación al Grado en Administración y Dirección de Empresas que por su naturaleza, dirigido a titulados de la anterior ordenación en España, posibilita la creación de grupos de población heterogénea. Para ello. se prepara y analiza una base de datos de 72 estudiantes matriculados en una asignatura de finanzas del curso de adaptación. Los resultados del análisis de regresión muestran que el incremento en la edad afecta negativamente al rendimiento del estudiante, en la primera convocatoria del semestre en el que se ubica la asignatura.. Además se comprueba que los efectos de la edad sobre el rendimientoacadémico universitario son independientes del sistema de evaluación.Palabras clave: Rendimiento académico universitario, edad, sistema de evaluación continuada, curso de adaptación, educación superior.Abstract-This paper analyzes the relationship between the age and the academic performance of college students. The empirical study is carried on a group of students who were following the Adjustment Course to the Degree in Business Administration and Management in a Spanish public university; this Course is designed for graduates of the previous management and enables the creation of heterogeneous population groups. To this end, a database of 72 students enrolled in a course of finance of the adaptation course is prepared and analyzed. Results of regression analysis show the negative effects of the age on students´ academic performance in the first round of the semester in which the degree course is located. Moreover, effects of age on students´ academic performance are not different from Students who choose a continuous assessment system and students who choose a comprehensive evaluation system. Keywords: Academic performance, Student´ Age, Continuous Assessment System, Adjustment Course to the Degree, Higher Education INTRODUCCIÓNLos constantes cambios en las circunstancias económicas, sociales y tecnológicas unido al propio proceso emprendido por las universidades europeas para la construcción del Espacio Europeo de Educación Superior (EEES) hace que el paso por la universidad sea contemplado no sólo por estudiantes con edades teóricas de acceso, es decir, que han seguido ininterrumpidamente el itinerario temporal e institucional del proceso educativo hasta incorporarse al ámbito universitario, sino por estudiantes de mayor edad, que desean progresar en el sistema educativo bien procedentes de ordenaciones anteriores y con experiencia laboral, o bien desean iniciar, concluir, adaptar o ampliar sus estudios universitarios. (2007) señalan que las diferentes edades, distintas procedencias o la experiencia previa de acceso provocan un incremento de la diversidad en la educación superior. En este contexto de diversidad, cobra un interés especial el estudio de las relaciones entre la edad de los estudiantes y su rendimiento académico universitario.Hasta el momento, las investigaciones sobre los efecto...

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Evaluation of Factors Related to Student Performance in a Distance-Learning Business Communication Course

Cited by 84 publications

References 8 publications

Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

A Study of Changes in Online Graduate Business Student Perceptions over a Course

La edad y el rendimiento académico universitario - [Age and Academic Performance of College Students]

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