Exploring course components as predictors of academic success in an online psychology course
Date
2022
Authors
Mingoia, J.
Le Busque, B.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Journal of Learning Development in Higher Education, 2022; 24(24):1-23
Statement of Responsibility
Conference Name
Abstract
Online higher education is experiencing growth in enrolment and development which creates a need to continually evaluate the efficacy of online course delivery. Prior research reported that performance in online education is equivalent to traditional face-to-face delivery; however, minimal research exists to identify which elements of course design predict academic success.
We aimed to identify which specific course components are predictors of (a) final course grade, (b) continuous assessment grade, and (c) major assessment grade in an online, undergraduate psychology course using data collated by the Learning Management System. We also addressed gaps in existing knowledge by exploring group differences within scores on significant predictors of course outcomes to determine whether these varied according to student characteristics.
We found the number of times students visited the course site, viewed activities, and posted in activities significantly predicted students’ final course grade, continuous assessment grades, and major assessment grades. The total variance explained by the regression models, was however, relatively low and therefore there may be additional factors not considered in the present study that may predict grades.
We also found non-traditional, female, domestic students, enrolled part-time and in an online degree accessed the course site, viewed activities, and posted in activities significantly more frequently than their counterparts. Universities offering online courses should provide students with regular activities and opportunities to participate in course content to promote online learning and academic success.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2022 The Author(s). Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. (https://creativecommons.org/licenses/by/3.0/)