Teaching Business Statistics in a Computer Lab: Benefit or Distraction?

Martin, Linda R.

doi:10.1080/08832323.2010.529958

Cited by 19 publications

(14 citation statements)

References 17 publications

(20 reference statements)

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“…Linking the findings of Nonis and Hudson (2010) and Martin (2011) with the findings of this study suggest that future research into how factors such as scheduling and the ability of students' to concentrate can shed more light into explaining the mixed findings of prior study-time-performance research. Continued identification of specific study habits and individual characteristics that help students ignore or moderate the distractions that can manifest themselves in online learning environments would be of great value to online educators.…”

Section: Discussionmentioning

confidence: 64%

Classroom Versus Online Assessment

Spivey

McMillan

2014

Journal of Education for Business

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The authors examined students' effort and performance using online versus traditional classroom testing procedures. The instructor and instructional methodology were the same in different sections of an introductory finance class. Only the procedure in which students were tested-online versus in the classroom-differed. The authors measured student effort by tracking the number of times students accessed study resources that had been placed on the university Blackboard course management system, and performance as grades on tests given either online for some students or in the classroom for other students. The results indicate that neither study efforts nor course performance was influenced by the testing procedure. However, the authors did find a strong positive relationship between students' effort and their performance in the course.

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Section: Discussionmentioning

confidence: 64%

Classroom Versus Online Assessment

Spivey

McMillan

2014

Journal of Education for Business

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“…Martin [2011] found a slightly negative result when comparing two business statistics' classes; one taught in a traditional class and the other taught in a computer lab. Fried [2008] found unstructured in-class laptop use not only negatively impacted students' learning but also had negative implications for fellow students.…”

Section: Theoretical Backgroundmentioning

confidence: 98%

Improving student outcomes through the well designed use of computer technology in university business classes

Roth¹,

Butler²

2016

EBR

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The risk of the increasing divergence of the eurozone and the problem of macroeconomic imbalances in a three-gap model Jacek Pera Structural barriers to research and development activities in emerging markets Review, Vol. 2 (16), No. 2, 2016: 144-161 DOI: 10.18559/ebr.2016 Improving student outcomes through the well designed use of computer technology in university business classes Abstract : This study examines improving student learning outcomes through a structured approach to technology utilization in the design of the course. A process was developed to actively integrate laptops into two Business Intelligence classes where numerous software applications were introduced in order to build student skills with analysis. In addition the implications of a teaching lab with uniform hardware and software versus the variety that results when students bring their own laptops is also considered. Results showed students' evaluations of the process was positive and some significant improvements in skill development over the previous semester resulted. Insights and suggestions are explored.

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“…For example, [5] found that students who participated in a flipped-hybrid environment viewing lecture material online prior to once a week, face-to-face meetings, performed better on the common final exam, albeit no significant differences in their final grades or student satisfaction. On the other hand, [6] found that students in the traditional classroom lecturing performed slightly better than those who did the course in the computer lab, primarily due to the distractions in the lab like emailing and social networking.…”

Section: Introductionmentioning

confidence: 94%

Improving Student Performance in an Undergraduate Business Statistics Course Using Technology Enhanced Learning

Millar¹,

Russell²

2019

IJIBS

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After witnessing a steady decline and increased variability in students' performance in Business Statistics over several years, it was clear there was need for a change in how students were engaged in the course. In this case study, we examine the use of a mix of technologies that were introduced in an attempt to improve student engagement and students' performance in terms of average course mark, grade performance, and failure rate. Learning technologies utilized over time include Facebook groups to create a learning common, live streaming tutorial over YouTube, flipping the classroom, polling software, electronic bulletin boards and interactive learning platforms such as Cengage MindTap. Our findings seem to suggest that the use of technology enhanced learning tools resulted in an improvement in mean course mark, grade performance and failure rate when compared to periods when the teaching method was purely didactic and used the traditional lecturebased methodology.

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Teaching Business Statistics in a Computer Lab: Benefit or Distraction?

Cited by 19 publications

References 17 publications

Classroom Versus Online Assessment

Classroom Versus Online Assessment

Improving student outcomes through the well designed use of computer technology in university business classes

Improving Student Performance in an Undergraduate Business Statistics Course Using Technology Enhanced Learning

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