As students, instructors, and higher-education administrators delve further into cyberspace, scholarly literature and practice require further insights into the dynamics of online learning. This study examined the relationship between online student discussion-board activity and student grades and, consequently, addressed a dearth in the literature about this relationship. Student Involvement Theory provided the theoretical foundation of this research. This study’s sample consisted of 200 online undergraduate students in online business-analytics courses. Regression-analyses findings supported the relationship between student postings of certain mathematical-symbol references (e.g., for equalities, inequalities, addition, subtraction, multiplication, and division) and student grades. Therefore, administrators, faculty, and course designers should consider the use of text-based discussions for all courses, online, traditional, and hybrid.
|Commitee:||Elder, Robyne, Nasser, Roger "Mitch"|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Higher education, Educational evaluation, Business education, Educational technology|
|Keywords:||Online learning, Student involvement theory, Student success, Online discussion-board activity|
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