Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

Lu, Chang; Cutumisu, Maria

doi:10.1186/s41239-021-00307-5

Cited by 45 publications

(24 citation statements)

References 99 publications

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“…The results are in line with other recent economic papers which argue that personal demand, system parameters, and personal commitment have a direct impact on students' performances (Zhang et al, 2020;Kim et al, 2019), but denies that regulatory environment has a positive impact on students' academic performances (Alghamdi et al, 2020). Our findings also confirm other recent studies which demonstrate that the capacity to adapt to online activities has a mediating impact on formative factors and academic success (Lu & Cutumisu, 2022).…”

Section: Discussionsupporting

confidence: 92%

The mediating role of students' ability to adapt to online activities on the relationship between perceived university culture and academic performance

Dima

Bușu

Vargas

2022

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Research background: The COVID-19 pandemic has affected higher education globally and disrupted its usual activities, according to differing perspectives. The ability to adapt to online activities was an important factor for many researchers during the pandemic period. Purpose of the article: In this article, the authors are studying the ability of the students to adapt to online activities, and also the direct and indirect effect on their academic performances. Methods: The data was collected with a questionnaire and the respondents are students from Romanian Universities. The analysis was made with an econometric model by using the PLS-SEM methodology. The goal of the paper was to find and analyse the factors used to perform academic online activities during the pandemic period. Findings & value added: The results of the paper validate the research hypotheses formulated in the introductory part and confirm that the students? academic performances are a direct result of many factors, such as: system parameters, personal demand, personal commitment, and regulatory environment. The identification of the exogenous variables with significant impact on the students? performances through online activities could help the management of the universities to implement the positive aspects and to reward them for their efforts while preventing from resilience to change. The higher education system has to acknowledge that flexible online learning opportunities are needed by students to fit their coursework around their employment and family responsibilities.

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Section: Discussionsupporting

confidence: 92%

The mediating role of students' ability to adapt to online activities on the relationship between perceived university culture and academic performance

Dima

Bușu

Vargas

2022

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“…Based on the researchers, Pourmousavi and Mohamadi Zenouzagh (2020), the causes and effects of FL anxiety in L2 learning environments cannot be readily distinguished from one another. According to research, counter-productive ideas and mistaken misconceptions about language acquisition, such as the expectation that one would obtain high levels of competence in a short period of time, may contribute to language anxiety and make the situation worse (Lu & Cutumisu, 2022). Park (2020) discovered that language anxiety is negatively connected with perceived L2 competence, implying that students' false perceptions about their skills may be the source of their worry in language learning situations.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.

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“…(Heilporn, Lakhal & Bélisle, 2021). And it is not necessary to attend offline lectures for this purpose (Lu & Cutumisu, 2022). A wide selection of topics for study also helps to enhance students' engagement, although it also increases the time that the teacher has to spend on their selection.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Online Education on the Teachers’ Working Time Efficiency

Tsekhmister¹,

Yakovenko²,

Miziuk³

et al. 2022

JCT

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The aim of this work was to study how the teachers’ working time efficiency changed with the transition to an online education. This work is the first to compare the teachers’ working time effectiveness for two forms of teaching. We used the evaluation of the teacher’s self-efficacy and the criteria for evaluating the educational course quality for this purpose. Teachers with the same efficiency and quality indicators were selected. The time spent by teachers on preparing and conducting offline (control group) and online (experimental group) classes was measured. Since the quality of the courses and the teachers’ effectiveness were the same, it was sufficient to compare only the time spent by teachers to achieve the same educational goals in order to compare working time efficiency. The research also involved a questionnaire survey. This study found that the current working time efficiency of teachers who work online is less than those who teach traditionally. However, the efficiency of the efficiency of teacher’s working time spent on the presentation of new material is higher with online education. This result can be achieved through using self-made video recordings of lectures. The results of the conducted research are of practical importance for teachers who work online. It allows finding the optimal ratio of time spent and results achieved. It is reasonable to further study the influence of a teacher’s age, gender, and pedagogical experience on the working time efficiency.

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Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

Cited by 45 publications

References 99 publications

The mediating role of students' ability to adapt to online activities on the relationship between perceived university culture and academic performance

The mediating role of students' ability to adapt to online activities on the relationship between perceived university culture and academic performance

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

The Effect of Online Education on the Teachers’ Working Time Efficiency

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