June 14, 2015
June 14, 2015
June 17, 2015
Computers in Education
26.182.1 - 26.182.11
Examining Student Participation and Performance Across Online and Face-to-Face Courses Using a Learning Analytics ApproachWe present findings from a comparative study of online and face-to-face offerings of a course. Wecombined data acquired from a Learning Management System (LMS) and surveys conducted withstudents to investigate the relationships between student demographics, their participation patterns, andtheir course outcomes.RESEARCH CONTEXT: The semester long research was conducted across four sections of the corerequired Modern Telecommunications IT300 course. The study involved 98 students enrolled in all thesections. One of the four sections was an asynchronous distance education (DE) section, and the otherthree were face-to-face (F2F) sections.DATA ANALYSIS: The study compared several learning metrics of the four sections taking studentdemographics into account. One important segment of the research is the comparison of a F2F sectionwith the results of the DE section to assess the student learning outcomes. The performance of thestudents has been assessed in terms of the course grade, final grade, quizzes, assignments, and labs. Bothsections have similar assessment measures, but were taught by different instructors. The study usesstudent demographics such as gender, work and residency status, and relates them to student activities andperformance to determine their impact on learning effectiveness. The number of times each materialposted to the LMS was accessed and the time duration to complete an assessment, are just a couple ofexamples of data points used in the study. We also analyze variations between different forms ofassignments and quizzes and between different forms of assessments such as multiple choice and shortanswer questions to determine their effectiveness.FINDINGS: Preliminary results show variations in outcomes based on students’ age. We have also foundthat students who complete their assessment activities earlier, and access the materials more often, tend toearn a better grade than their peers. Overall, we find that digital data available through LMS can provide amore nuanced view of student participation and allow a better understanding of their overall experienceswith the course. We are also uncovering the efficacy of a Learning Analytics approach to data analysisand interpretation.
Almatrafi, O., & Islam, K., & Johri, A., & Nagappan, K., & Modanlu, A. (2015, June), An Empirical Study of Face-to-Face and Distance Learning Sections of a Core Telecommunication Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23521
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