Exploring the Factors Affecting Student Academic Performance in Online Programs: A Literature Review

Misopoulos, Fotios; Argyropoulou, Maria; Tzavara, Dionisia

doi:10.1007/978-3-319-62776-2_18

Cited by 13 publications

(10 citation statements)

References 38 publications

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“…While these findings are contradicted with the results documented by Misopoulos et al, (2018) (32) ; Stöhr et al ., (2016) ; (33) Haughton et al ., (2015) (34) ; Wilson et al, (2014) (35) ; Guy et al ., (2013) (36) ; Bowen et al ., (2012) (37) ; Driscroll et al ., (2012) (38) ; Ary et al ., (2011) (39) and Figlio et al, (2010) (40) , who found that, there was not any statistical significant differences of students performance pre and post intervention between traditional and online students.…”

Section: Concerningcontrasting

confidence: 75%

The Effect of Web-Based Learning on Academic Achievement of Community Health Nursing Students in Personal Protective Equipment Module

Ibrahim¹,

Soliman²,

el-Moaty³

2020

Mansoura Nursing Journal

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Background: Health care-associated infection (HCAI) is a major problem for patient safety. Personal protective equipment (PPE) as defined by OSHA is specialized clothing or equipment, worn by an employee for protection against infectious materials. So, Proper education of health care workers (HCWs)about PPE is very important in clinical teaching and consider essential part of the undergraduate nursing programs. Web-based learning is rapidly emerging as a predominant paradigm in the delivery of education in society and it can be efficiently used for different types of education. It is platform independent, convenient in access, cost saving, easily updated contents and with emerging technologies it can be made more effective. The aim of this study is to assess the effect of web-based learning on academic achievement of community health nursing students in personal protective equipment module. Method: A randomized control trial research was used. The study was carried out in skill lab of community health nursing at faculty of nursing, Mansoura University from February to May 2017. The subjects of the study included 140 community health nursing students. These students were assigned randomly into two groups: web based group which included 70 students studying with web based learning module (WBL) and traditional group which included 70 students studying with traditional learning using face to face lecture and demonstration. Four tools were used for data collection: Structured self-administered questionnaire to assess students' socio demographic &occupational characteristics, students' knowledge about PPE and students' attitude toward web based learning and finally the practice assessment checklist. Results: the students in the web based group had significantly higher scores on both personal protective equipment knowledge and skill learning than students in the traditional group (P≤ 0.01).The students also showed positive attitude toward the web-based learning module. Conclusion: The study concluded that both traditional and web-based learning resulted in improvement of knowledge and practice regarding PPE. However, the web-based learning was more effective than traditional learning in increasing students' knowledge and improving skills regarding PPE.

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Section: Concerningcontrasting

confidence: 75%

The Effect of Web-Based Learning on Academic Achievement of Community Health Nursing Students in Personal Protective Equipment Module

Ibrahim¹,

Soliman²,

el-Moaty³

2020

Mansoura Nursing Journal

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“…Online learning with MOOCs is not without challenges (Missopoulos et al, 2018). Learners do not always succeed in pursuing their personal learning goals due to various reasons, which we summarise under the construct of barriers.…”

Section: Barriers To Mooc-learningmentioning

confidence: 99%

“…The possibility of learning online adds flexibility to opportunities for lifelong learning. Massive open online courses (MOOCs) are particularly suitable for this purpose, as they are accessible to everyone and cover an ever-expanding range of topics and interests (Greene, Oswald, & Pomerantz, 2015;Missopoulos, Argyropoulou, & Tzavara, 2018). But as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals (Henderikx, Kreijns, & Kalz, 2017a) and do not finish the sections of a MOOC they indented to complete.…”

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confidence: 99%

Factors influencing the pursuit of personal learning goals in MOOCs

et al. 2019

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MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals' ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.

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“…Learning and succeeding in open non-formal learning environments like MOOCs can be challenging [15]. A reason why learners do not always reach their personal learning goals is that they encounter barriers to learning, which prevent or hinder them in their learning progress.…”

Section: Theoretical Background and Related Work 21 Barriers To Learmentioning

confidence: 99%

Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

Henderikx

Löhr

Kalz

2019

Lecture Notes in Computer Science

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MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females These findings may serve as input for supporting learners in achieving their individual learning goals.

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Exploring the Factors Affecting Student Academic Performance in Online Programs: A Literature Review

Cited by 13 publications

References 38 publications

The Effect of Web-Based Learning on Academic Achievement of Community Health Nursing Students in Personal Protective Equipment Module

The Effect of Web-Based Learning on Academic Achievement of Community Health Nursing Students in Personal Protective Equipment Module

Factors influencing the pursuit of personal learning goals in MOOCs

Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

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