Investigating the impact of learning environments on undergraduate students' academic performance in a prerequisite and post-requisite course sequence

Wisneski, John E.; Özoğul, Gamze; Bichelmeyer, Barbara A.

doi:10.1016/j.iheduc.2016.08.003

Cited by 27 publications

(13 citation statements)

References 24 publications

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“…A similar situation was discussed by Simpson (2018), stating that students who coped well with the flow of discussion would inadvertently pose a threat to others who may feel excluded and lose self-confidence (Nasir et al, 2018a;Nasir et al, 2018b). Therefore, teachers were encouraged to explain the learning schedule prior to class hours and provide the necessary materials to prepare in advance, as students mostly relied on self-study to overcome the challenges in online classes (Rovai & Downey, 2010), especially during the pandemic (Wisneski et al, 2017).…”

Section: Utilization Of Technological Advancementmentioning

confidence: 99%

The Impacts of Covid-19 to the Situation of Malaysian Education

Sufian¹,

Nordin²,

Tauji³

et al. 2020

IJARPED

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The recent outbreak of Corona Virus Disease 2019 has affected society on a global scale, particularly in the areas of social sciences and behavioral aspects. Despite the alarming rate at which the virus is spreading, potential vaccines and treatments remain under clinical trial. Therefore, the most effective strategy to manage this situation would be through social distancing. In the context of the Malaysian education system, the multiple issues, and challenges, pending solutions due to the pandemic, were focused throughout this discussion on the effect of Covid-19 concerning virtual education. The findings on teaching and learning from home, utilizing technological advancement, group work, preparedness in education, alternatives by the government, internet access, and the student assessment process were highlighted in this concept paper on the impact of Covid-19 in Malaysia.

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Section: Utilization Of Technological Advancementmentioning

confidence: 99%

The Impacts of Covid-19 to the Situation of Malaysian Education

Sufian¹,

Nordin²,

Tauji³

et al. 2020

IJARPED

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show abstract

“…Taking this further, Grossman and Johnson (2015) found that business faculty were significantly less likely to accept transfer credit for classes taken in hybrid and online formats, despite equivalent grades and/or institution. Much of the faculty distrust of online education comes from the fact that online classes often have lower completion rates (Carr, 2000;Jaggars & Xu, 2010;Xu & Jaggars, 2011;Johnson et al, 2015;Shea & Bidjerano, 2017;Hart et al, 2018), even though a recent study conducted by Wisneski, Ozogul, and Bichelmeyer (2017) reported no significant differences in student performance when undergraduate students were allowed to take prerequisite and postrequisite courses in a variety of online and on-campus combinations in their required course sequences.…”

Section: Investigating the Impact Of Online Classes On Undergraduate mentioning

confidence: 99%

Investigating the Impact of Online Classes on Undergraduate Degree Completion

Wavle

Özoğul

2019

OLJ

Self Cite

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This study expands on current research that examines the impact of online courses on retention, degree completion, and student success. The researchers investigated the impact of online courses on degree completion by using existing graduation rate data, course enrollment data, and student grades for undergraduate students at a multicampus 4-year institution. The researchers aimed to provide advisors, faculty, and administrators with a better understanding of how online classes fit into an undergraduate student's program of study while completing their degrees within the desired time frame. The researchers additionally sought to understand the impact of taking online classes on degree completion while controlling for student demographic and academic factors (e.g., age, first-generation student status, socioeconomic status, SAT/ACT scores, and first semester GPA) and campus type (traditional flagship, urban research, and regional). Results indicated that, regardless of campus type, taking one or more online classes during their program of study increased undergraduate students' likelihood of successful degree completion. Lastly, to provide further insight, this study compared student performance in online and on-campus classes. Results for this comparison were mixed; slightly higher or slightly lower online course grades were obtained by students compared to face-to-face course grades, depending on type of campus.

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“…O ambiente acadêmico tem um impacto diferente em cada estudante, variando de acordo com as vivências de cada um deles [25][26][27]. No entanto, e independentemente da constituição de cada aluno, algumas variáveis do contexto acadêmico são suficientemente importantes por si próprias, já que, além das mudanças próprias de ensino, os alunos se deparam com as incertezas naturais da escolha profissional [28].…”

Section: Discussionunclassified

Análise do tempo de reação simples e do paradigma oddball em estudantes antes e após participação em atividades acadêmicas: uma análise da neurociência aplicada a educação

Teles¹,

Neta²,

Lustosa³

et al. 2019

Fisioter Bras

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Introdução: O tempo de reação é uma medida que indica o tempo que uma pessoa leva para iniciar um movimento. Há situações em que o tempo de reação encontra-se alterado, comprometendo o processamento da informação, com diminuição na detecção, transmissão e processamento dos estímulos. Objetivo: Investigar o tempo de reação visual em acadêmicos antes e após atividades avaliativas, nas diversas disciplinas. Metodologia: 50 acadêmicos foram analisados antes e após atividades avaliativas por meio do tempo de reação simples e paradigma oddball. Resultados: Com relação ao tempo de reação simples, o tempo de reação visual antes das atividades avaliativas foi menor que após, em contradição com o paradigma oddball. Verificou-se que a média geral do tempo de reação simples para prova prática foi maior comparado às demais, já no paradigma oddball verificou-se que a média geral para apresentação de seminário foi maior, comparado às demais. Conclusão: Diferenças significativas no tempo de reação simples e tempo de reação segundo paradigma oddball foram encontrados entre acadêmicos antes e após atividades avaliativas. Porém no tempo de reação simples foram encontrados valores menores antes das atividades, quando comparados com após, e o contrário foi encontrado no paradigma oddball.Palavras-chave: tempo de reação, atividades avaliativas, paradigma oddball.

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Investigating the impact of learning environments on undergraduate students' academic performance in a prerequisite and post-requisite course sequence

Cited by 27 publications

References 24 publications

The Impacts of Covid-19 to the Situation of Malaysian Education

The Impacts of Covid-19 to the Situation of Malaysian Education

Investigating the Impact of Online Classes on Undergraduate Degree Completion

Análise do tempo de reação simples e do paradigma oddball em estudantes antes e após participação em atividades acadêmicas: uma análise da neurociência aplicada a educação

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