Using Online Class Preparedness Tools to Improve Student Performance: The Benefit of “All-In” Engagement

Abstract

Contemporary instructors face a growing paradox: pedagogical research espouses the benefits of interactive learning, yet, due to funding pressures, large class sizes challenge their ability to implement these practices. The present research investigates how digital solutions, specifically an online adaptive reading technology (OART), can mitigate these divergent forces. The OART is a self-paced software solution that mimics an offline textbook with functionality (e.g., quizzes, progress indicators) that adapts to student needs and facilitates class preparation in an interactive manner. Drawing on empirical evidence from a multiclass field study, the findings indicate that the technology improves student perceptions of engagement with the course and their academic performance. Notably, however, these benefits primarily arise when students take an “all-in” approach, and complete the material in its entirety, even when compared with students who completed most of the material. These findings offer both theoretical and practical implications for key stakeholders.

Academics' attitudes towards online education amidst the Covid-19 outbreak

“…Only some of them are under the instructor's control, such as student motivation, self-efficacy and self-control (McKenzie and Schweitzer, 2001). Students' performance requires cooperative efforts between teacher and students (Francescucci et al. , 2021).…”

“…, 2019), e-learning readiness (Bubou and Job, 2020), student-instruction communication (Alawamleh et al. , 2022), online class preparedness and student performance (Francescucci et al. , 2021).…”

“…Many studies have been undertaken to discuss the context of online education from the students' perspectives, such as the adaptation intention of students for an online class (Maheshwari, 2021), students' perspective of e-learning participation (Nikou and Maslov, 2021), student perception and performance (Adam and Nel, 2009), student' satisfaction with e-learning (Al-hawari and Mouakket, 2010;Al-Samarraie et al, 2018), student engagement (Basbeth et al, 2021), student attitudes towards distance learning (Ismaili, 2021), students' acceptance of e-learning (Salloum et al, 2019), e-learning readiness (Bubou and Job, 2020), student-instruction communication (Alawamleh et al, 2022), online class preparedness and student performance (Francescucci et al, 2021). Conversely, very few investigations (Basaran and Yalman, 2020;Paliwal and Singh, 2021) have been carried out to examine the teachers' perspectives regarding online teaching, particularly during the Covid-19 outbreak trying to continue the debate and fill the literature gap.…”

Variáveis institucionais explicativas do desempenho de estudantes de Ciências Contábeis e Administração

“…No CDO também estão incluídas as estratégias de ensino utilizadas pelos professores. A esse respeito, pesquisas têm testado múltiplas técnicas pedagógicas visando aumentar a performance discente, tais como jogos e gamificação (Beatson et al, 2020;ElKelish & Ahmed, 2021;Kuang, Adler, & Pandey, 2021), tecnologia (Francescucci, Kellershohn, & Pyle, 2021;Namin, Ketron, Kaltcheva, & Winsor, 2021), estudo de caso instrucional (Cheng, Sapkota, & Yurko, 2021), narrativas (Grimm, 2021;Taylor, Marrone, Tayar, & Mueller, 2017), tipo, frequência e políticas de avaliação (Miglietti, 2021;Nakos & Whiting, 2018;Nsor-Ambala, 2020) e assim por diante. No caso do grupo IES, o propósito é verificar como variáveis das instituições de ensino estão associadas ao desempenho acadêmico.…”

Institutional variables explaining the performance of accounting and administration students

“…The TS also includes the teaching strategies used by teachers. In this regard, research has tested multiple pedagogical techniques aimed at increasing student performance, such as games and gamification (Beatson et al, 2020;ElKelish & Ahmed, 2021;Kuang, Adler, & Pandey, 2021), technology (Francescucci, Kellershohn, & Pyle, 2021;Namin, Ketron, Kaltcheva, & Winsor, 2021), instructional case study (Cheng, Sapkota, & Yurko, 2021), narratives (Grimm, 2021;Taylor, Marrone, Tayar, & Mueller, 2017), type, frequency and evaluation policies (Miglietti, 2021;Nakos & Whiting, 2018;Nsor-Ambala, 2020) and so on. In the case of the HEI group, the purpose is to verify how variables of educational institutions are associated with academic performance.…”