Preliminary evidence of a relationship between the use of online learning and academic performance in a South African first-year university accounting course

Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

doi:10.1080/18146627.2014.927148

Cited by 14 publications

(8 citation statements)

References 42 publications

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“…Therefore, based on ANOVA outputs, H # 1: Academic performance is a function of online learning, is supported. The result was consistent with some previously reported works, who argued that academic performance is a function of online learning scores (Chun, & Heo, 2018;Halabi, Essop, Carmichael, & Steyn, 2014;Kuo, Luo, & Brielmaier, 2016;Rajabalee, Santally, & Rennie, 2020;Shaw, MacIsaac, & Singleton-Jackson, 2019;Akhter, & Mahmood, 2018;Foung, & Chen, 2019;Lu et al, 2018;Strang, 2017;Alkis, & Temizel, 2018;Sharp, & Sharp, 2017;Han, & Ellis, 2020). As a conclusion, different levels of online learning influence the academic performance of students.…”

Section: Discussionsupporting

confidence: 91%

“…The impact of online learning on academic performance Online learning in university education is thought to be one of the important variables to increase academic performance in university studies. Chun, & Heo (2018) pointed out that the flipped learning is an effective method in terms of both self-efficacy and academic performance, and Halabi, Essop, Carmichael, & Steyn (2014) provide empirical evidence to show that students who spent more time online significantly improved their course mark. Students felt satisfied with their online learning and their academic performance was correlated with their usage of the online content materials (Kuo, Luo, & Brielmaier, 2016); meanwhile, indicated that students' computer or internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Influence of Online Learning on Academic Performance and Students’ Satisfaction

Xhomara¹

2021

Proceedings of ‏The 3rd International Academic Conference on Education

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The study aims to examine the implementation of an online learning approach to improving academic performance and students' satisfaction. Analysis of Variance (ANOVA) was used to test the impact of online learning on academic performance and students' satisfaction. The study found that the variance of online learning is different, revealing that different levels of online learning influence academic performance. It is also found that approximately 49.7% of the variance in academic performance can be explained or accounted for by online learning differences. It is confirmed that the variance of online learning is different, revealing that different levels of online learning influence students' satisfaction. The study also found that approximately 78% of the variance in students' satisfaction can be explained or accounted for by online learning differences.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Online Learning on Academic Performance and Students’ Satisfaction

Xhomara¹

2021

Proceedings of ‏The 3rd International Academic Conference on Education

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“…In this regard, all clusters of students reported in the qualitative openended questions that the main challenges they faced were in relation to fees and funding, along with timely access to resources required for study (e.g., books, learning materials, technology, tutors) in line with work by Lekena and Bayaga (2018). This, as also found in prior research (Halabi et al, 2014;Swart, 2015), outlines the important role of class in students' distance learning experiences. For example, ability to pay university fees and have access to required study materials were the main points that distinguished students among the different SACQ clusters in our study.…”

Section: Research Question Twomentioning

confidence: 52%

“…It is, therefore, crucial to remember that students' experiences will be impacted at all three levels. For example, some of the published research on South African distance education outlines issues such as access to materials and resources (Halabi, Essop, Carmichael, & Steyn, 2014;Swart, 2015), developing social connections among students from different geographical contexts (Meier, 2007), and…”

Section: Literature Overview Adjustment Experiences In Distance Educamentioning

confidence: 99%

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

Mittelmeier

Rogaten

Long

et al. 2019

IRRODL

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Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

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“…Chen et al (2013) examined the effectiveness of online accounting education and found that advanced courses were significantly more favourable for traditional classroom environments than for online ones, while the delivery mode was not important in introductory courses. Finally, in an African study, Halabi et al (2014) provided preliminary empirical evidence to show that students who spent more time online significantly improved their course mark.…”

Section: Accounting-based Researchmentioning

confidence: 99%

The impact of discussion board usage on overall performance in an introductory accounting subject

Halabi

Larkins

2016

PAR

Self Cite

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Purpose The aim of this paper is to examine the academic performances of first-year accounting students using a discussion board. Design/methodology/approach The paper develops a model to determine the impact of discussion board usage on overall student performance. A number of variables are controlled for including academic aptitude, previous accounting experience, gender and student background. Included in the model are diagnostic information indicators of student use of the discussion board, obtained from the Web-based learning environment tracking reports. Findings The multiple regression analysis shows a positive benefit in terms of greater marks for students who post on the discussion board compared to those who do not post, even after controlling for academic ability. Research limitations/implications The improved knowledge construction gained by actively using discussion boards may be used by teaching staff to promote greater student acceptance and voluntary participation in discussion boards resulting in more interaction and possibly higher academic achievement. Originality/value While technology and WBLEs have been well accepted in accounting education, and are widely used (Watson et al., 2007), the introduction of discussion boards has resulted in a dearth of research on their use and effectiveness. In-depth accounting educational literature reviews (Apostolou et al., 2013, 2010; Watson et al., 2007; Watson et al., 2003; Rebele et al., 1998) have reported very few studies on discussion boards over three decades.

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Preliminary evidence of a relationship between the use of online learning and academic performance in a South African first-year university accounting course

Cited by 14 publications

References 42 publications

The Influence of Online Learning on Academic Performance and Students’ Satisfaction

The Influence of Online Learning on Academic Performance and Students’ Satisfaction

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

The impact of discussion board usage on overall performance in an introductory accounting subject

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