Meta-Analysis on Relations between E-Learning Research Trends and Effectiveness of Learning

Jeong-Kyoum, Kim; Kim, Deuk-Joon

doi:10.14257/ijsh.2013.7.6.04

Cited by 9 publications

(3 citation statements)

References 20 publications

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“…in Wang et al, 2003). Moreover, in the e-learning process there are also many specific factors involved (Chien, 2012;Frydrychova Klimova & Poulova, 2013;Haverila & Barkhi, 2009;Kim & Kim, 2013;Ozkan & Koseler, 2009;Park & Choi, 2009;Saba, 2012;Upadhyaya & Mallik, 2013) that are not directly connected with the ICT but importantly influence the students' performance (Lopez-Perez et al, 2011), sometimes also in a negative way (Berge & Huang, 2004;Frankola, 2001;Willging & Johnson, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Selected Aspects of Students’ Performance and Satisfaction in a Moodle-Based E-Learning System Environment

Umek

Aristovnik

Tomaževič

2015

EURASIA J MATH SCI T

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The use of e-learning techniques in higher education is becoming ever more frequent. In some institutions, e-learning has completely replaced the traditional teaching methods, while in others it supplements classical courses. The paper presents a study conducted in a member institution of the University of Ljubljana that provides public administration programmes. We analysed the relationship between the proportion of the course implemented in the Moodle e-learning platform and students' performance on one hand and their satisfaction on the other. The empirical findings reveal a positive correlation for both elements. The results can help decision-makers learn more about how to enhance students' success and satisfaction using an e-learning platform.

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Section: Literature Reviewmentioning

confidence: 99%

Analysis of Selected Aspects of Students’ Performance and Satisfaction in a Moodle-Based E-Learning System Environment

Umek

Aristovnik

Tomaževič

2015

EURASIA J MATH SCI T

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“…The analysis detected a significant improvement in the academic performance, reflected in a higher average final grade and a lower average number of attempts to successfully complete final evaluation. A meta-study by Kim and Kim (2013) also provides an insight into the matter in a time-related perspective, namely by analysing the results of research efforts on e-learning in the South Korean context over a ten-year period starting from 2002. Overall effectiveness of e-learning in this research effort was identified as positive but associated with a relatively small effect size.…”

Section: Literature Review On the Impact Of Moodle On University Stud...mentioning

confidence: 99%

Relation between Moodle Activity and Student Performance in the Context of EFL Training in Higher Education

Liashuk

2022

Journal of Language and Cultural Education

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The paper aims to explore the relation between students’ Moodle activity during different semester phases, measured through the total number of logs and quiz logs, and their final test score. The study takes a quantitative approach to the analysis: Spearman’s rank test is used to identify the presence and direction of correlation between variables in a sample of 53 observations, and linear regression is performed to probe the strength of this relation. The results show that there is a similar significant moderate correlation for the first and the second month of the formal instruction period and no significant correlation for the examination period. The outcomes of linear regression are statistically significant and suggest that Moodle activity can account for about 25% of the variation in the final score. Both students’ quiz activity during the formal instruction period and during the examination period are significantly moderately correlated with the final test score, which results in the suggestion that diverse interactive content that allows practicing and revising the material is of great importance in an effective e-learning course. A relatively robust moderate correlation between Moodle activity in the first month and the final test score suggests that educators can use Moodle statistics from as early as the first four weeks of instruction to identify procrastinating students and low achievers.

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“…Although reading comprehension is higher when reading on paper than on screen [7], and student performance and reading times are higher when learning linear text than when learning hypertext [8], developing students' self-regulated learning (SRL) improves learning efficiency in both traditional [9,10] and e-learning environments [11,12]. Research Sustainability 2022, 14, 5686 2 of 19 on the relationship between student self-regulation and achievement found that high school students who had to shift their learning online during the COVID-19 pandemic, and had higher competencies in coping with self-regulated learning and higher motivation to learn, performed better [13].…”

Section: Introductionmentioning

confidence: 99%

What Can Off- and Online Measures Tell about Students’ Self-Regulation and Their Achievement While Learning Science Expository Hypertext

et al. 2022

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Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different measures of self-regulation, and the differences in SRL between more and less successful students. A sample of 443 ninth graders from 15 different schools participated in the study. A variety of off- and online measures were used to measure SRL. Data were collected from student traces, questionnaires, tests scores, and notes. Low correlations between the off- and online measures of SRL suggest that they measure different aspects of SRL use in learning digital science texts. Student achievement in science positively correlated with their use of SRL strategies. Students with higher knowledge gains reported the higher use of deep cognitive strategies, higher motivation for learning, and used a higher number of strategies in note-taking while learning. The results of this study may have practical implications for teachers to support student SRL and for developers of digital learning materials to incorporate SRL scaffolding into learning topics.

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Meta-Analysis on Relations between E-Learning Research Trends and Effectiveness of Learning

Abstract: This study seeks to investigate research trends on e-learning in Korea

Cited by 9 publications

References 20 publications

Analysis of Selected Aspects of Students’ Performance and Satisfaction in a Moodle-Based E-Learning System Environment

Analysis of Selected Aspects of Students’ Performance and Satisfaction in a Moodle-Based E-Learning System Environment

Relation between Moodle Activity and Student Performance in the Context of EFL Training in Higher Education

What Can Off- and Online Measures Tell about Students’ Self-Regulation and Their Achievement While Learning Science Expository Hypertext

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