Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students

dc.creator	Andrea Crampton
dc.creator	Angela T. Ragusa
dc.creator	Heather Cavanagh
dc.date	2012-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:14Z
dc.date.available	2015-07-20T22:17:14Z
dc.identifier	10.3402/rlt.v20i0/14430
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/c3b449b6c6224d059add41c2ed58f64f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18916
dc.description	Educational technology implementation often owes more to the technical proficiency of the teaching staff and/or the capacity of the institution than to a student outcome-centred design process. Creation of online resources takes considerable time and involves significant cost to both the institution, for devices and platforms, and to students for devices and Internet connectivity charges. Here, we present a cross-discipline investigation of student engagement with a range of simple resources. Our aim was to determining if the provision of such resources had an impact on student academic performance regardless of the students’ level of academic proficiency. This research focused on students studying first-year introductory subjects at a distance (off campus) from two different faculties, Arts and Science. Analysis of the web access data from the learning management system (Sakai) demonstrated that students who accessed the most resources in terms of diversity and percentage of available resources achieved higher grades. We postulate that the resources prompted students to spend more “time-on-task” and facilitate more active styles of learning. We suggest, however, that students need to be made aware of the value of the resources and how they are best used to enhance academic performance.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14430/pdf
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 20, Iss 0, Pp 1-14 (2012)
dc.subject	distance education
dc.subject	online resources
dc.subject	academic performance
dc.subject	virtual learning environments
dc.subject	e-learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students
dc.type	article