June 23, 2013
June 23, 2013
June 26, 2013
Computers in Education
23.1104.1 - 23.1104.12
Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics CourseThis paper presents research findings from a full implementation of a hybrid/buffet approach toinstruction deployed in a large Engineering Economics course following a successful pilotimplementation in a previous semester. The core redesign of the course was built around anonline learning environment managed by WileyPLUS and consisting of a digital copy of the textReading assignments, and Practice problems with instant feedback and automated grading.Students’ “buy-in” and usage of the new instructional tools and strategies were critical elementsfor the success of this hybrid implementation. Therefore, in this study we focused on thestudents’ perceived usefulness, value and overall impact on their learning and their predictivepower on students’ overall course performance. We collected students’ perceptions with anonline survey administered at the end of the semester. Students’ participation was voluntary andrewarded with bonus participation points. Of the 227 enrolled students, 129 participated in thissurvey, mostly male (77%) and in comparable proportions seniors, juniors and sophomores.The dependent variable used in this study was students’ final percentage score, and the predictorsused were: a) overall perceived value and usefulness of WileyPLUS reading assignments, b)perceived value and usefulness of WileyPLUS graded practice problems and c) perceived overallimpact of WileyPLUS on own learning. To measure the perceived value and usefulness we usedsingle questions with appropriate 5-point evaluation scales. The perceived overall impactresulted from the evaluation of six statements related to the course concepts, quizzes, retention,confidence, time saving and grade and was evaluated with a 5-point Likert scale.To test the predictive power of the perception measures associated with WileyPLUS on students’course performance we proposed the following exploratory path analysis model. The minimum discrepancy measured by chi-square was not significant (χ2 (4) = 1.00, p = .91) which indicates that there is an adequate close fit between the hypothesized model and the perfect fit model. The adequacy of fit is also strengthened by the value of the ratio of the minimum discrepancy to the degrees of freedom, CDMIN/DF = .25, which is smaller than 2.0 asrecommended in the literature. The major goodness-of-fit measures supported a good fit: CFI =.99, higher than .95, the recommended value; RMSEA = .001, smaller than .06, a valuerecommended by the literature; and Holter critical sample size statistic, Holter (p = .05) = 1213,is higher than 200 that indicate the model adequately represents the sample data used. The majorfindings indicated that value and usefulness measures associated with WileyPLUS Readingswere not statistically significant predictors of perceived impact of WileyPLUS online resources,while all other path coefficients were statistically significant. These findings will be used toreshape future strategies to increase the impact of online readings.
Grasman, K., & Cernusca, D., & Long, S. (2013, June), Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22489
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