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Dissertation/Thesis Abstract

Exploring the Relationship between Student Online Discussion-Board Activity and Student Grades
by Talbott, Frank Robert, Ed.D., Lindenwood University, 2020, 128; 28265290
Abstract (Summary)

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.

Indexing (document details)
Advisor: Winslow, Kevin
Commitee: Elder, Robyne, Nasser, Roger "Mitch"
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 82/7(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Higher education, Educational evaluation, Business education, Educational technology
Keywords: Online learning, Student involvement theory, Student success, Online discussion-board activity
Publication Number: 28265290
ISBN: 9798557060288
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