Beruflich Dokumente
Kultur Dokumente
Grade
group
High
Medium
Low
Failed
EB1S01
EB1S02
EB1S03
EB1S04
EB1S05
EB1S06
57.64
67.52
43.57
23.96
p < 0.001
61.78
62.96
40.93
25.05
p < 0.001
56.21
52.27
45.05
14.18
p < 0.001
62.1
60.19
43.15
22.31
p < 0.001
50.9
41.65
32.07
11.56
p < 0.001
50.29
49.47
42.82
29.65
p = 0.007
Table 2: Mean ranks for total "blackboard" usage per grade grouping
From Davies, J. & Graff, M. (2005). Performance in E-Learning: Online performance and grades.
British Journal of Educational Technology. 36(4), 657-663.
Research conducted by Davies and Graff (2005) helped to enlighten professionals in the
distance-learning field in a quantitative format. They were able to discover that failing online
modules could be directly linked to amount of interaction with the online LMS, such as
Blackboard. The research did, however, bring up more interesting questions regarding the
quality of interaction and student achievement. In their conclusion Davies and Graff (2005)
state:
Participation in online discussion forums serves a dual purpose: to improve learning and
to provide support. It may, therefore, be the case that factors such as the frequency of the
interactions are likely to be more important in providing support, whereas quality and
dynamics of the interactions may be the more important inuencing factors in learning
and performance. (p. 663)
It is clear that student thinking and learning is not established by the student simply being present
physically or, in WBI, being present online. There must be another level of interaction as
To close this section it would be a mistake not to include an instructional design that has truly
risen to the need of online instruction. The Khan Academy is an online school of sorts, allowing
anyone at any level of intellect to search the academys videos that range from nuclear
engineering down to simple math and science concepts. One main element that draws students
from all over to the Khan Academy is the immense library of videos. As Taton (2011) elaborates
in his overview of Khan Academy, Khan attempts to provoke a participatory culture involving
knowledge-sharing among students (p. 13).
Using intentionally designed questions and guidelines for students in discussion boards
allows for student responses to be focused and unique
Using resources that evaluate an instructors level of interactive online activities for
students
Choi, S., Jung, I., Leem, J., & Lim, C. (2002). effects of different types of
interaction on learning achievement, satisfaction and participation in web-based
instruction. Innovations in Education and Teaching International, 39(2), 153-162.
http://www.tandf.co.uk/journals
Davies, J. & Graff, M. (2005). Performance in e-learning: online performance and
grades. British Journal of Educational Technology. 36(4), 657-663.
http://www.elsinnet.org.uk/research/mgg_files/BJET2005.pdf
Ekhaml, L. & Roblyer, M. D. (2000). How interactive are your distance courses? A rubric for
assessing interaction in distance learning. Online Journal of Distance Learning
Administration, 3(2)
http://www.westga.edu/~distance/roblyer32.html
Salmon, G. (2002). E-tivities: The key to active online learning, London: Kogan Page.
Taton, J. (2011). Its school organized like a giant video game: Participation structures
embedded within the mathematics content and curriculum of Khan Academy. Working
Papers in Educational Linguistics, 26(2), 7-42.
http://www.gse.upenn.edu/wpel/sites/gse.upenn.edu.wpel/files/vol26no2Taton.pdf