Examining Drivers of Course Performance: An Exploratory Examination of an Introductory CIS Applications Course

Abstract

The accelerating diffusion of broadband Internet access provides many opportunities for the development of pedagogically robust Web-based instruction (WBI). While the supporting technology infrastructure of broadband disseminates, the attention of academic researchers focuses upon issues such as the drivers of student usage of WBI. Specifically, the research presented herein examined the impact of WBI on a student's aggregate course performance. We hypothesized that learning independence (LI) is a determinate factor in a student's use of WBI. In this study, we employed structural equation modeling techniques to examine the data and assess the direct and indirect effects of LI on WBI usage. The subjects, students in an introductory Computer Information Systems applications course, used a Web-based tutorial program for skills instruction. The findings of this study suggest that WBI usage has a significant impact on a student's course performance. Despite its plausibility, the effect of LI on WBI usage was not significant. However, we did conclude that two of the second order factors of the LI construct have a direct effect on a student's performance in the course.

Building Rapport to Improve Retention and Success in Online Classes

“…Another way to look at student success is through final course grades. Thus, in another model, I use the final course grade (out of 100) as the dependent variable (Baugher Varanelli Weisbord and Andrew 2003;Syler et al 2006). Because of the near-continuous nature of this dependent variable, ordinary least squares (OLS) regression models are used.…”

The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance

“…Student performance in online versus campus-based courses has been the subject of an increasing number of studies. The relevant literature has employed a student's grade as an indicator of course performance (Brecht & Ogilby, 2008;Buche, Davis, & Vician, 2007;Caspi & Gorsky, 2006;Chyung, 2007;Hiltz & Wellman, 1997;Irani, Telg, Scherler, & Harrington, 2003;Kock, Verville, & Garza, 2007;Loomis, 2000;Manochehri, & Young, 2006;McLaren, 2004;Newlin, Lavooy, & Wang, 2005;Puzziferro, 2008;Rabe-Hemp , Woollen, & Humiston, 2009;Syler, Cegielski, Oswald, & Rainer, 2006). Interestingly, among the studies comparing final course grade differences between online and campus-based students, many have not found the difference to be statistically significant (Benson, Johnson, Taylor, Treat, Shinkareva, & Duncan, 2005;Hiltz & Wellman, 1997;Kock et al, 2007;Manochehri, & Young, 2006;McLaren, 2004;Newlin, et al, 2005;Rabe-Hemp et al, 2009).…”

“…Loomis (2000) found that students reporting strong time management skills earned higher grades, suggesting their ability to better direct their studies pursuant with their own schedules. The use of web-based tutorials may indicate that students can achieve higher course grades (Syler et al, 2006). Comparing in-class and online sections, two separate studies found no statistically significant differences between students' final grades (Kock et al, 2007;Newlin et al, 2005).…”

“…The ability for students to coordinate their study time has been investigated (Loomis, 2000;Rabe-Hemp et al 2009;Syler et al, 2006). A fundamental component of student success is course preparation and study.…”

The Effect of Students’ Learning Styles to Their Academic Success

“…However, recent research suggests that the style by which one learns and applies knowledge is an important characteristic to consider in the aggregate educational processes (Graf, Lin, & Kinshuk, 2008;Kolb & Kolb, 2009;Syler et al, 2006;Thorton, Haskell & Libby, 2006;Zualkernan, Allert, & Qadah, 2006). Acknowledgement of unique learning styles is an attempt to characterize the complex processes by which one acquires knowledge (Kolb, Rubin, & McIntyre, 1974).…”