Jayasekaran, S. R., & Anwar, S., & Cho, K., & Ali, S. F. (2022, August), Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41570

\bibitem{asee_peer_41570}
  Jayasekaran, S. R., \& Anwar, S., \& Cho, K., \& Ali, S. F. (2022, August), \emph{Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41570

Sarah Rajkumari Jayasekaran, Saira Anwar, Kwansun Cho, and Syeda Fizza Ali.  "Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41570 Internet.  03 Feb, 2025

\bibitem{asee_peer_41570}
  Sarah Rajkumari Jayasekaran, Saira Anwar, Kwansun Cho, and Syeda Fizza Ali.
  "Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41570 Internet.  03 Feb, 2025

@INPROCEEDINGS{asee_peer_41570
author = "Sarah Rajkumari Jayasekaran, Saira Anwar, Kwansun Cho, and Syeda Fizza Ali"
title = "Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41570}
number = {10.18260/1-2--41570}
}

TY  - CPAPER
AB  - The Covid-19 pandemic forced the closures of universities across the United States, resulting in multiple modes of instruction. These transitions required both students and instructors to adequately use education technology tools and applications. Most instructors used a learning management system (e.g., Canvas, Blackboard) and an online conference tool (e.g., Zoom, Teams) for ensuring students' access to course material, class participation, and engagement. In the new normal time, although the in-person classes started in many universities, the hybrid of Hyflex mode (i.e., students in both in-person and on zoom sessions) is more prevalent. Students and instructors find educational technology tools as an easier way to disseminate the course information (e.g., videos), material (e.g., course videos, study guides, and notes), and assessments (e.g., quiz). Considering the reliance on technology tools, it is essential to understand the relationships between students' application engagement and performance.
This paper examined the relationship between students' engagement with an educational Learning Management System (LMS) and their performance. In addition, we also evaluated the way students' engagement with the LMS changed overtime during a semester (15 weeks). For this purpose, we collected the data from two sections, 84 students of introductory engineering programming (MATLAB) course. For students' engagement with the LMS (Canvas in this case), we collected the timestamps each week, indicating the number of hours spent by each student on the LMS. As the timestamps were cumulative, we collected the data at the end of each week at the same time and calculated the weekly time spent by each student on the LMS. For students' performance, we used students' scores in two exams.
We used Pearson correlation and multiple regression analysis for this semester-long study to understand the relationship between students' engagement with the LMS and students' performance. We also conducted the repeated measures ANOVA to understand the trends of students' engagement with the LMS. The study's results bring an interesting perspective indicating a significant relationship of students' app engagement in three weeks and programming parts of exam2 and four weeks on the programming part of exam2. Although instructor-based variations were significant in PartII of both exams, app engagement significantly predicted exam2 and PartII of exam1. The paper discusses these results with course content, limitations, and future directions. 

AU  - Sarah Rajkumari Jayasekaran
AU  - Saira Anwar
AU  - Kwansun Cho
AU  - Syeda Fizza Ali
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective
UR  - https://peer.asee.org/41570
DO  - 10.18260/1-2--41570
ER  -