Engagement and performance in a first year natural resource science course.
Abstract: Quantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first‐year students accessed lectu...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 3; pp. 233 - 243 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129452899&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129452899 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2018 vid: 34 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 129452899 129452899 129452899 10.1111/jcal.12236 129452899 ppf: 233 ppct: 10 formats: tig: atl: Engagement and performance in a first year natural resource science course. aug: au: McKenna, Brigid A. Kopittke, Peter M. affil: School of Agriculture and Food Sciences, The University of Queensland, Queensland, 4072, Australia sug: subj: Students, College Queensland Internet Utilization Learning Methods Education, Non-Traditional Lecture Utilization Remote Access to Information Behavior Academic Performance Motivation Human Queensland Descriptive Statistics Data Analysis Software T-Tests Linear Regression ab: Abstract: Quantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first‐year students accessed lecture recordings, lecture slides, and lecture notes via BlackBoard, in an introductory natural resource course taken by both on campus students and remote students. The findings demonstrated that lecture recordings were not well utilized by students—although only 58% of on campus students attended face‐to‐face lectures, less than 15% of absent students downloaded the missed lecture. Overall, more students downloaded lecture slides (an average of 63% per week) than notes (38%) or recordings (16%). Indeed, the average student downloaded only 1.1 types of the 3 online resources (recordings, slides, and notes) that were available each week, with 5.7% of students downloading all 3 types of resources, 23% downloading 2 types of resources, 42% downloading only 1 type of resource, and 29% downloading none of the 3 types of resources. Finally, remote students were more likely to download lecture notes and recordings than were on campus students. The information presented here is important in understanding student behaviour and engagement. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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