Predicting Student Success in Online Physical Education

Goad, Tyler; Jones, Emily; Bulger, Sean M.; Daum, David N.; Hollett, Nikki; Elliott, Eloise

doi:10.1080/08923647.2020.1829254

Cited by 12 publications

(19 citation statements)

References 27 publications

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“…These findings are consistent with the multitude of research that has demonstrated support for this strong relationship (Wang et al, 2013;Broadbent and Poon, 2015). Other self-regulation learning strategies explored were also found to be positively associated with student success in online learning include self-discipline (Nemetz et al, 2017), time management (Baker et al, 2019), and organisation (Goad et al, 2021).…”

Section: Non-academic Factors Cognitive and Psychological Factorssupporting

confidence: 83%

“…In 3 of the 9 papers investigating age (Altmyer and Yang, 2010;Gibson et al, 2010;Bravo-Agapito et al, 2021), older students demonstrated better grade performance than younger students. Finally, students who worked more than 20 h per week (Goad et al, 2021), and who were Black, Non-Hispanic (Gibson et al, 2010) were associated with lower academic performance. In summary, whilst demographic and student characteristics were explored in many of the papers in this review, very inconclusive findings have been found in relation to their relationship with online student performance.…”

Section: Demographics and Employment Factorsmentioning

confidence: 91%

“…Of the papers reviewed, a total of 26 defined academic performance by the final grade achieved in the subject. Eighteen papers relied on this outcome solely (Dotterweich and Rochelle, 2012;Ryabov, 2012;Barbeau et al, 2013;Cho and Shen, 2013;Guidry, 2013aGuidry, , 2013bJoo et al, 2013;Liu et al, 2013;Castillo-Merino and Serradell-López, 2014;Helms, 2014;Attardi and Rogers, 2015;Carceller et al, 2015;Nemetz et al, 2017;Alkış and Temizel, 2018;Wakeling et al, 2018;Soffer et al, 2019;Kuo et al, 2020;Goad et al, 2021). Whereas eight papers utilised both final grade in the subject as well as grade achieved in an assignment, quiz, or exam (Hegeman, 2015;You, 2016;De Vlieger et al, 2017;Hurlbut, 2018;Baker et al, 2019;Weigel, 2019;Abe, 2020;Raza and Reddy, 2021).…”

Section: Academic Outcome Measuresmentioning

confidence: 99%

“…Selfefficacy, as defined by Bandura (1997), is "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p.3). Notably, of the seven papers that explored self-efficacy, five found significant relationships where higher self-efficacy was associated with greater academic achievement (Hodges and Kim, 2010;Joo et al, 2013;Alkış and Temizel, 2018;Kuo et al, 2020;Goad et al, 2021). Kuo and colleagues investigated internet selfefficacy and found that greater belief and confidence in one's computer and internet skills to achieve their task, were significantly more likely to achieve higher academic results.…”

Section: Non-academic Factors Cognitive and Psychological Factorsmentioning

confidence: 99%

“…The three variables include GPA (n = 9), secondary school score (n = 4), and prior grades at university, not GPA (n = 2). In 8 out of 9 papers reviewed, students' higher GPA scores were associated with increased academic performance in the current subject (Altmyer and Yang, 2010;Dotterweich and Rochelle, 2012;Ryabov, 2012;Guidry, 2013aGuidry, , 2013bLiu et al, 2013;Helms, 2014;Goad et al, 2021). Moderate (r = 0.55) to strong (r = 0.67), and strong (r = 0.63), significant positive correlations were found in Barbeau et al (2013) and Attardi and Rogers (2015), respectively, when grades obtained in 2nd year subjects were measured against the current subject undertaken by 3rd and 4th year students.…”

Section: Academic Factors Prior Academic Performancementioning

confidence: 99%

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Correlates of Academic Performance in Online Higher Education: A Systematic Review

et al. 2022

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The existing steady and continual rise of online learning in higher education has been accelerated by COVID-19 and resulted in a move away from solely on-campus teaching. Prior to the pandemic, online education was providing higher education to students who were returning to study to up-skill, are employed full-time, caring for family members, living rurally or remotely and/or for whom otherwise face-to-face campus learning was not a preference or option. To understand how we can better support online students in their unique circumstances and create an optimal learning environment, we must understand the factors associated with academic achievement within an online setting. This systematic review involved a search of relevant databases published between January 2009 and May 2021 examining factors and constructs related to academic performance in online higher education settings. Across 34 papers, 23 (67.6%) explored factors and constructs related to student characteristics including cognitive and psychological, demographic, university enrolment, and prior academic performance. Twenty-one (61.8%) papers explored learning environment factors including engagement, student experience, course design, and instructor. Our overall synthesis of findings indicates that academic performance in online learning is most strongly associated with motivation (including self-efficacy), and self-regulation. We propose three main implications of our review for online learning stakeholders such as educators and designers. Firstly, we argue that the wellbeing of online learners is important to understand, and future research should explore its impact on students’ experience and success in online higher education. Secondly, we emphasise the importance of developing and designing online courses utilising relevant frameworks and evidence-based principles. Finally, we propose an approach to promoting improved student cognitive and psychosocial experiences (such as self-efficacy, self-regulation, and perceived support) could be achieved by creating and incorporating an online learning orientation module at the commencement of enrolment.Systematic Review Registration: (website), identifier (registration number).

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Section: Non-academic Factors Cognitive and Psychological Factorssupporting

confidence: 83%

Section: Demographics and Employment Factorsmentioning

confidence: 91%

Section: Academic Outcome Measuresmentioning

confidence: 99%

Section: Non-academic Factors Cognitive and Psychological Factorsmentioning

confidence: 99%

Section: Academic Factors Prior Academic Performancementioning

confidence: 99%

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Correlates of Academic Performance in Online Higher Education: A Systematic Review

et al. 2022

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Application of Volleyball Teaching Through Distance Education Utilizing a Personalized System of Instruction

GÜNEŞ¹,

Mirzeoğlu²

2022

Strategies

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Learner characteristics attributable to completion and duration of completion in engineering and science degree programmes of OUSL

Navaratna

Bandarage

Appuhamilage

et al. 2022

AAOUJ

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PurposeThe purpose of this study is to identify the learner characteristics attributable to the likelihood and the duration of programme completion in the Bachelor of Science (BSc) and Bachelor of Technology Honours in Engineering (BTech) degree programmes of the Open University of Sri Lanka (OUSL).Design/methodology/approachData were gathered from the re-registrants for the degree programmes in the academic year 2020/2021, using a questionnaire developed as a Google form. The sample consisted of 301 and 516 re-registrants from the BTech and BSc programmes respectively. Influential factors were identified using Kruskal Wallis test (for duration of completion), binary logistic regression (for likelihood of completion) and Chi-squared test (associations between presage and process factors).FindingsEntry qualification, age and time management skills at entry had significant effects on duration of completion. Attendance at academic activities, organizing time for self-studies and the competency in English at enrolment had significant effects on the likelihood of completion. Prior open and distance learning (ODL) experience had no significant effect on any of the product factors considered.Research limitations/implicationsInaccessibility of dropouts and using only the responses from the first administration of the questionnaire are limitations. Active learners are more likely to respond, in the first administration and may bias the results.Practical implicationsFindings are useful for designing future studies to identify at-risk students and thereby enhance the programme completion and reduce prolonged time for completion.Social implicationsEffective strategies to control the identified factors will uplift programme completion and reduce drop-out rates.Originality/valueDecision making using inferential techniques makes the study distinct among studies undertaken on the same population. The study enriches the limited current research on factors affecting programme completion in ODL mode.

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Predicting Student Success in Online Physical Education

Cited by 12 publications

References 27 publications

Correlates of Academic Performance in Online Higher Education: A Systematic Review

Correlates of Academic Performance in Online Higher Education: A Systematic Review

Application of Volleyball Teaching Through Distance Education Utilizing a Personalized System of Instruction

Learner characteristics attributable to completion and duration of completion in engineering and science degree programmes of OUSL

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