Abstract
Data from three sections of a 200-level online college statistics course (student N=85) were examined to evaluate the relationship between scaffolded assignments, time spent in the course, page views and student performance. Strong positive correlations were noted between scaffolded assignments establishing an indication of course effectiveness. Time students spent in the courses and their number of web page views were positively correlated with end of course grades, tests, quizzes, and homework. However, time spent, and page views failed to show notable positive correlations with assignments and discussions. Recommendations include replication at different university and college settings with varying term lengths.
| Original language | American English |
|---|---|
| State | Published - Aug 10 2022 |
| Externally published | Yes |
| Event | 2022 Lilly Asheville International Teaching and Learning Conference - Asheville North Carolina Duration: Aug 10 2022 → … |
Conference
| Conference | 2022 Lilly Asheville International Teaching and Learning Conference |
|---|---|
| Period | 8/10/22 → … |
Keywords
- STEM online learning
- Time in course
- Page views
- Scaffolding
Disciplines
- Education
- Curriculum and Instruction
- Online and Distance Education