Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course

Autor/in	Strang, Kenneth David
Titel	Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course
Quelle	In: Journal of Education for Business, 86 (2011) 4, S.223-233 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
Schlagwörter	Computer Mediated Communication; Grades (Scholastic); Online Courses; Business Administration Education; Graduate Study; Correlation; Regression (Statistics); Prediction; Academic Achievement; Least Squares Statistics; Coding; Discourse Analysis; Interaction; Cognitive Processes; Distance Education + Suchen Sie Ihr Suchwort? Computerkonferenz; Notenspiegel; Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Korrelation; Regression; Regressionsanalyse; Vorhersage; Schulleistung; Codierung; Programmierung; Diskursanalyse; Interaktion; Cognitive process; Kognitiver Prozess; Distance study; Distance learning; Fernunterricht
Abstract	Student knowledge sharing and conversation theory interactions were coded from asynchronous discussion forums to measure the effect of learning-oriented utterances on academic performance. The sample was 3 terms of an online business course (in an accredited MBA program) at a U.S.-based university. Correlation, stepwise regression, and multiple least squares regression were used to create a statistically significant model with 4 interaction factors that captured 89% of adjusted variance effect on grade. Although factor multicollinearity was excessive, the model supported a hypothesis that more student interaction in all 4 discussion forums predicted a higher grade. Certain types of asynchronous forums presented negative factor coefficients, which implied too much interaction may be counterproductive (cognitive load theory or the law of diminishing returns). (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10