دورية أكاديمية
Effects of Dashboard Usage on eLearning Interactions and Academic Achievement of Distance Education Students
| العنوان: | Effects of Dashboard Usage on eLearning Interactions and Academic Achievement of Distance Education Students |
|---|---|
| اللغة: | English |
| المؤلفون: | Nedime Selin Çöpgeven (ORCID |
| المصدر: | Journal of Educators Online. 2024 21(1). |
| الإتاحة: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Distance Education, Academic Achievement, Educational Technology, College Students, Learning Analytics |
| تدمد: | 1547-500X |
| مستخلص: | Learning processes can now be transferred to digital environments, allowing for the tracking of learners' digital footprints. The field of learning analytics focuses on the efficient use of these digital records to improve both learning experiences and processes. Dashboards are the tangible outputs of learning analytics. The use of dashboards in elearning has gained attention due to their potential impact on student interactions and academic success. In this study, we used a posttest control group design to examine the effects of dashboard use on 15,321 distance education students' elearning involvement and academic achievement. Results showed that dashboard use was associated with higher elearning interactions, but we observed no significant difference in end-of-term grades. This suggests that while dashboards may enhance student engagement in online learning, their effect on academic performance may be limited. The academic effects of dashboard use may only be observed in the long term. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1416299 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1547-500X |
|---|