語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The Benefits of Online Learning: The...
~
Baxley, Glenn Keith.
FindBook
Google Book
Amazon
博客來
The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms./
作者:
Baxley, Glenn Keith.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
108 p.
附註:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:
Dissertation Abstracts International79-11A(E).
標題:
Education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829951
ISBN:
9780438089020
The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms.
Baxley, Glenn Keith.
The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms.
- Ann Arbor : ProQuest Dissertations & Theses, 2018 - 108 p.
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Thesis (Ph.D.)--Trident University International, 2018.
This secondary data study examined if there was a difference between academic achievement scores in a face-to-face class with an e-Component (face-to-face instruction that has been augmented with an online component) and a face-to-face class without an e-Component. Secondary data from a four-year Bachelor granting institution was used. The students' academic achievement scores before the implementation of the e-Component and after the implementation of the e-Component were analyzed using an independent t-test, a One-Way ANOVA, and ANCOVA. Academic achievement scores were positively impacted with the implementation of the e-Component (p. < .001). Class enrolled in also showed a positive impact on academic achievement scores (p. < .001). However, gender showed no significant impact on academic achievement scores (p. = .181). Although there is no seminal literature that discusses the e-Component as defined in this study, the theory behind it was developed using the findings of the 2006 study by Gerald and Jill Kickul. They discovered that a student's proactive or non proactive personality and their learning goal orientation played a significant part in how well they did with the online learning platform. Their findings showed that students where were proactive performed well within an online course. However, the non-proactive student either dropped out or failed, leading them to return to strictly face-to-face only courses. Using this theme as a springboard, this study examined if the e-Component as an enhancement to face-to face learning could bridge the gap between traditional learning and online learning. The findings show that the use of the e-Component, as defined throughout this study, increased academic achievement scores between seven and thirteen percent in courses studied during the 2015 and 2016 years. The significance of the study extends beyond academics and could be useful within the business community. Since academic achievement scores are raised because of the e Component, then it is possible that incorporating the e-Component as a tool for use outside of academia might be useful in raising employee achievement and satisfaction.
ISBN: 9780438089020Subjects--Topical Terms:
516579
Education.
The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms.
LDR
:03247nmm a2200337 4500
001
2163764
005
20181022132748.5
008
190424s2018 ||||||||||||||||| ||eng d
020
$a
9780438089020
035
$a
(MiAaPQ)AAI10829951
035
$a
(MiAaPQ)trident:10127
035
$a
AAI10829951
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Baxley, Glenn Keith.
$3
3351789
245
1 4
$a
The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
108 p.
500
$a
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500
$a
Adviser: Frank Gomez.
502
$a
Thesis (Ph.D.)--Trident University International, 2018.
520
$a
This secondary data study examined if there was a difference between academic achievement scores in a face-to-face class with an e-Component (face-to-face instruction that has been augmented with an online component) and a face-to-face class without an e-Component. Secondary data from a four-year Bachelor granting institution was used. The students' academic achievement scores before the implementation of the e-Component and after the implementation of the e-Component were analyzed using an independent t-test, a One-Way ANOVA, and ANCOVA. Academic achievement scores were positively impacted with the implementation of the e-Component (p. < .001). Class enrolled in also showed a positive impact on academic achievement scores (p. < .001). However, gender showed no significant impact on academic achievement scores (p. = .181). Although there is no seminal literature that discusses the e-Component as defined in this study, the theory behind it was developed using the findings of the 2006 study by Gerald and Jill Kickul. They discovered that a student's proactive or non proactive personality and their learning goal orientation played a significant part in how well they did with the online learning platform. Their findings showed that students where were proactive performed well within an online course. However, the non-proactive student either dropped out or failed, leading them to return to strictly face-to-face only courses. Using this theme as a springboard, this study examined if the e-Component as an enhancement to face-to face learning could bridge the gap between traditional learning and online learning. The findings show that the use of the e-Component, as defined throughout this study, increased academic achievement scores between seven and thirteen percent in courses studied during the 2015 and 2016 years. The significance of the study extends beyond academics and could be useful within the business community. Since academic achievement scores are raised because of the e Component, then it is possible that incorporating the e-Component as a tool for use outside of academia might be useful in raising employee achievement and satisfaction.
590
$a
School code: 1839.
650
4
$a
Education.
$3
516579
650
4
$a
Educational philosophy.
$3
3173367
650
4
$a
Educational leadership.
$3
529436
650
4
$a
Educational technology.
$3
517670
650
4
$a
Higher education.
$3
641065
690
$a
0515
690
$a
0998
690
$a
0449
690
$a
0710
690
$a
0745
710
2
$a
Trident University International.
$b
Education.
$3
3281891
773
0
$t
Dissertation Abstracts International
$g
79-11A(E).
790
$a
1839
791
$a
Ph.D.
792
$a
2018
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10829951
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9363311
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入