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Relationship of Students' Engagement with Learning Management System and their Performance- An Undergraduate Programming Course Perspective

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2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

CIT Division Technical Session #5

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Sarah Rajkumari Jayasekaran University of Florida

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Dr. Sarah Jayasekaran (Dr. Jay) is an Instructional Assistant Professor in the Department of Engineering Education at University of Florida. She received her Ph.D. in Civil Engineering and her M.S. in structural engineering from the University Of Florida

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Saira Anwar Texas A&M University Orcid 16x16

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Saira Anwar is an Assistant Professor at the Department of Multidisciplinary Engineering, Texas A&M University, College Station. She received her Ph.D. in Engineering Education from the School of Engineering Education, Purdue University, USA. She earned her M.S. in Computer Science with a software engineering concentration from the National University of Computer and Emerging Sciences, Pakistan. Dr. Anwar also holds an M.Sc in Computer Science from Punjab University College of Information Technology, Pakistan. Dr. Anwar is passionate about research and teaching, specifically translating research into evidence-based teaching practices. For her research, she is particularly interested in designing interventions that help develop students' understanding of conceptually hard concepts in STEM courses. She was awarded the 2020 outstanding researcher award by the School of Engineering Education, Purdue University. Also, she is the recipient of Apprentice Faculty Grant Award, 2022 by ERM division, ASEE. Dr. Anwar has over 13 years of teaching experience, including the University of Florida (Department of Engineering Education), Forman Christian College University (Department of Computer Science), and many other higher education institutes in Pakistan. She taught engineering education, computer science, and software engineering courses. She believes in implementing engaging, motivating, and interactive learning experiences through curricular innovation. She was awarded outstanding teacher awards in 2013 and 2006 by her then employers. Also, she was the recipient of the "President of Pakistan Merit and Talent Scholarship" for her undergraduate studies.

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Kwansun Cho University of Florida

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Kwansun Cho is an Instructional Assistant Professor of the Department of Engineering Education, in the UF Herbert Wertheim College of Engineering. She has been teaching introductory computer programming courses for engineers. She holds two Masters’ degrees in Electrical and Computer Engineering from the University of Florida and Yonsei University, specializing in speech signal processing. Her educational research interests include improved flipped classroom teaching/learning for students, and computer- or web-assisted personalized learning.

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Syeda Fizza Ali Texas A&M University

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Syeda Fizza Ali is a doctoral student at the Department of Multidisciplinary Engineering at Texas A&M University, focusing on Engineering Education. She also works as a Graduate Research Assistant at the Department of Multidisciplinary Engineering, and has a background in software engineering. Her research interests include the development of educational technology tools to improve learning experiences, and promoting equity and inclusivity in engineering.

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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.

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

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