Relationship between learning outcomes and online accesses

Abstract

This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning. IntroductionThe increasing use of computers and the Internet in higher education is causing fundamental changes to many students' learning experiences. There are obvious practical, economic and administrative advantages to incorporating an online component into courses of study, or even setting up whole courses online, and these advantages alone would ensure the continuation of the trend to "e-learning". As Aggarwal and Bento (2000, p.2) write: "The same time, same place, only some people traditional educational environment is giving way to anytime, anyplace and anybody instructional models." However, for educators and students alike, the truly important questions revolve around the effects of such approaches on the quality of the learning that takes place when all or part of a course is online. 372Australasian Journal of Educational Technology, 2004, 20(3) This paper reports on the results of an investigation into the relationship between students' accesses to an e-learning system and their learning outcomes. It is based on a study carried out in Thailand, a country without a long history of widespread use of online learning in higher education, in the context of a comparison between traditional and online learning (see Suanpang & Petocz, 2003a). The results from the students who were studying using an e-learning component show a clear relationship between learning outcomes, as measured by their final results, and the accesses to the e-learning system, measured simply as number of "hits". For the 84 students involved, every doubling of number of accesses corresponded to an increase in the final result of about 4%. While a causal relationship cannot be inferred from this observation, it contrasts with the results of other contemporary studies that find no relationship between accesses and results (for example, Bedgood, 2002;Hibberd et al., 2003). It certainly lends support to the general thesis that, under appropriate conditions, online study provides a significant benefit to overall student learning. BackgroundResearch in higher education has shown that there is a strong relationship between students' perception of their learning situation, their previous learning experiences, the manner in which they understand their current lea...

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