Performance in e-learning: online participation and student grades

By Jo Davies, Martin G. Graff. British Journal of Educational Technology, 2005

584 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ad180c4b90b1dd0b55cebae6bdaf0addefea398d

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods (2013, background): “For example, Davies and Graff (2005) found that greater online interaction was not significantly associated with higher performance for students achieving passing grades; however, students who failed in their online classes tended to interact less frequently.”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “Because the effects of online discussion have been reported overall as positive with regard to student learning, many online instructors feel obligated to include discussion as a part of learning activities in their online courses (Cho & Summers, 2012; Davies & Graff, 2005; Palmer et al., 2008).”
Investigating the determinants and age and gender differences in the acceptance of mobile learning (2009, unknown): “While e-learning and mobile commerce/learning has received extensive attention (Concannon, Flynn & Campbell, 2005; Davies & Graff, 2005; Govindasamy, 2002; Harun, 2002; Ismail, 2002; Luarn & Lin, 2005; Mwanza & Engeström, 2005; Motiwalla, 2007; Pituch & Lee, 2006; Selim, 2007; Shee & Wang, in”
What is online learner participation? A literature review (2008, methodology): “Average logins have been used when comparing learners by gender (Caspi et al. 2008), learning styles (Ellis 2003) and grades (Davies & Graff 2005).”
Predicting Student Performance from LMS Data: A Comparison of 17 Blended Courses Using Moodle LMS (2017, background): “more useful for predicting student performance [30], [46].”
Procrastination, participation, and performance in online learning environments (2011, background): “Similarly, higher participation leads to better performance (e.g., Bento & Schuster, 2003; Davies & Graff, 2005; Fredericksen et al., 2000; Webster & Hackley, 1997).”
Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning (2007, background): “…small number of respondents, and will benefit from further research is needed to test the robustness of the proposed scales in other fields of study, convergent evidence for the importance of student interaction in a blended learning context has recently been provided by Davies and Graff (2005).”
Engaging with massive online courses (2014, background): “Davies and Graff studied forums in online learning, finding that participation in an online discussion forum was linked to higher academic performance [4].”
The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012, background): “The quantity of participation in an online environment is related to improved examination performance (Davidson, 2002 ; Davies and Graff, 2005 ).”