Luận án: Vai trò của sự tham gia sinh viên đối với kết quả học tập trực tuyến tại Colorado State University

DISSERTATION STUDENT PARTICIPATION AND GRADE PERFORMANCE IN AN UNDERGRADUATE ONLINE LEARNING ENVIRONMENT Submitted by Balkeese Binti V. KunhiMohamed School of Education In partial fulfillment of the requirements For the Degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Fall 2012 Doctoral Committee: Advisor: Gene W. Cranston Copyright by Balkeese Binti V. KunhiMohamed 2012 All Rights Reserved ABSTRACT STUDENT PARTICIPATION AND GRADE PERFORMANCE IN AN UNDERGRADUATE ONLINE LEARNING ENVIRONMENT This study explored learning and teaching of online classes.

Examining the relationship between undergraduate students’ participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students’ participation (total number of messages posted and total access) and grade performance were the important focus of the study. The population of this study was undergraduate students enrolled at Colorado State University-Global Campus (CSU- GC) in the years 2010 and 2011. Specifically, it was determined that the appropriate population for this study included all undergraduate students enrolled in one or more of the five core courses. This study took a quantitative, non-experimental approach to the collection and analysis of data.

The study employed an associational research design (association questions) and between-groups or within subjects design (difference questions). Statistical analyses used were Spearman Rho correlation, Kruskal-Wallis tests and Mann-Whitney U tests. Students who posted more messages on the discussion forums tended to have higher course grades, rs (1,027) = .001; there was a positive correlation between the variables, with a medium or typical effect size or correlation. The more a student accessed the discussion board over the eight weeks of the course the higher the final grade, rs (1,027) = .35 and the effect size was medium or typical.

Age was positively correlated with total number of messages posted, rs (1,011) = .001 and total access rs (1,011) = .001; ii these are small effect sizes. The positive correlation between age and grade was rs (1,011) = .001; this is a small effect size. As students’ ages increased, they had a correlation with earning higher grades compared to younger students. Older students more frequently posted comments on discussion boards.

There were no significant differences among the three race groups, White, Black or African American, and Asian on total number of messages posted, X 2 (2, 842) = 2.351; on total access, X 2 (2, 842) = 1.455; and on grade performance, X 2 (2, 842) = 3. There was a significant difference in the mean ranks of males (437.85) on total number of messages posted, U = 95,552, p = .12, a small effect size. Also, the 496 female students had a little higher mean ranks (493.37) than the 450 males (451.59) on Total Access, U = 101,742.076, with a very small or smaller than typical effect size. There were no statistically differences in mean of males (485.73) with respect to final grades, U = 106,257, p =.

Significant differences were found among the five core courses on total number of messages posted, X 2 (2, 1029) = 96.001; and on total access, X 2 (2, 1029) = 104. Yet, there was no significant difference between the five core courses on grade performance, X 2 (2, 1029) = 4. This study would benefit online institutions, online/distance instructors, decision makers at all levels of higher education, and online students. The implications for practices, barriers to e- learning, on-going support by government, limitations of the study, and recommendations for research were discussed.

iii ACKNOWLEDGEMENTS First, I would like to thank Allah SWT for all His great blessings, guidance, and provision that I have experienced throughout this important journey. I am fortunate to pursue my doctoral studies with the financial support from Ministry of Education Malaysia. Deepest thanks to Scholarship Division, Ministry of Education and Government of Malaysia, for their cooperation and continuous support throughout my program. I wish to thank my committee members for their endless support, advices, and suggestions throughout this process.

It is greatly appreciated. Special thanks to Prof. Gene Gloeckner, my adviser and methodologist, for his guidance, encouragement, and valuable feedback during the past few years. William Timpson for navigating me and as an eye-opener to be admitted to CSU, his continuous support is truly magnificent.

I am also so grateful to Prof. Carole Makela, showing me the path for this research, whose concern for and commitment to students is truly inspiring; you are my great role model and Hero! Thank you for your countless hours and precious time in giving a hand during the stressful writing moments. Also, I would like to thank Catherine Cranston, for her invaluable feedback and for accepting to serve in the committee from the beginning of this journey. I am particularly grateful to CSU-Global Campus, for having access to their dataset for this research.

A special thanks to Dr, Jon Bellum from CSU-Global Campus, for all your hard work in compiling the data and assistance throughout this journey. Along the way, I was fortunate to have great professors and administrators at Colorado State University who shared their wonderful experiences and excellent instructions till I completed my dissertation. iv I am grateful to my wonderful Ph. Support Group friends and other great friends too numerous to mention, who always encouraged, supported, and assisted me with their invaluable comments and discussions that provided a lot of insights to complete this dissertation.

I want each of you to know that I will treasure our moments together and all of you will be in my mind always. I appreciate our friendships. Special and deep thanks to Rebecca Wentworth (Becky) for your willingness to listen, provide tremendous support, and encouraging words to “finish strong”. I am blessed to have a mentor, editor, sister, and friend like you, my dear!!! My sincere appreciation and thanks to my forever soul mate, Raduan Harun a.

Duan, who has supported me every single moment with endless support, patience, and love since Day One. You are the one who encouraged me to pursue doctoral studies and realize my dreams. Many thanks to my four precious spirits who, without even knowing it, helped me keep things in perspective throughout this long journey though Ummi felt guilty for not being a perfect mom: Kasyfur (Kash), Mifzal (Mif), Insyirah (Syirah), and Hurayth (Rayth). Let’s begin to write new chapters in our lives together after graduation.

This success is our success - Love you all!!! To my wonderful siblings: Sulaika Bibi, Zainal Abideen, Abdul Basir, Joharah, and Anwar, for their continuous support, encouragement, love, and prayers. Not forgetting thanking all my brothers and sisters in laws: Kathir Hasan, Jamaluddin, Hajra, Zaniriah, and Munni, for their caring and warm wishes. Mak Ngah…thanks for all your great help looking after and cleaning our home sweet home while we are in the United States. My dear nephews: Asraf, Azlan, Kamal, Rahim, Al-Azim, Rahman, and Arif; and nieces: Sakhinah, Shahirah, Zabrina, Zayanah, Amalina, Hadirah, Amirah, Fadhilah, Shameena, and Nadia, I wish each of you great success in all endeavors to do.

v Finally, deepest and sincere thanks to my arwah Uppa and Umma; arwah Mak and Abah, my prayers and thoughts are there always for all of you, Insyaallah. Thanks for molding me to what I am now! I am fortunate to all who have believed in me. Thank you for the gift of your support. vi DEDICATION I dedicate this dissertation to my late (arwah) Uppa, V.

KunhiMohamed Bappu Haji and to a wonderful woman in my life, Umma, Aranikkal Pathummu Mythien Kutty. Both of you encouraged me to work hard, showed me strong determination, gave me confidence to blaze a trail through any hardship to reach my dreams, and assisted me till the end of my destiny. The sayings that I never forget and will keep them as an encouragement for my whole life: “We don’t have any precious property to give to you but we are providing you with an education for your future”, “Education is a valuable treasure”, and “Education takes you everywhere and without it, you are nowhere”. This dissertation dedication goes to arwah Mak, Hasnah Mat Rais and Abah, Harun Mat Akim.

Your doa’ for my success was always there without failing and you inspired me to go further in my life and career. I dedicate this dissertation to my beloved husband, Raduan Harun. You made my vision a reality. Without you besides me, I am lost.

To my wonderful kids: Kasyfur Rif’at, Mifzal Rif’at, Insyirah Batrisyia, and Hurayth Rif’at, it is my hope this work raises each of your spirits to realize your aspirations. Endless love… Balkeese a. Bal, Kees, Ummi or Dr. Balkeese vii TABLE OF CONTENTS ABSTRACT.

vii LIST OF TABLES. x LIST OF FIGURES. xii CHAPTER 1: INTRODUCTION. 1 Statement of Problem .3 Purpose of the Study .6 Definition of Terms.8 Significance of Study .10 Delimitation of Study.12 CHAPTER 2: REVIEW OF LITERATURE.

14 Distance Education: Overview .14 Studies on Student Participation and Interaction in Online Learning.23 Interaction Model - Moore’s Types of Interaction .26 Performance in Online Learning .32 Using Grade as a Dependent Variable .36 Strengths, Weaknesses, and Recommendation for Using Grade(s) as a Dependent Variable .50 Description of Courses .54 Data Collection Procedures.55 Data Analysis and Forms of Results .65 Research Question 2: Age, Participation, and Performance .71 Research Question 3: Race, Participation, and Performance .72 Research Question 4: Gender, Participation, and Performance .74 Research Question 5: Courses, Participation, and Performance. 83 Participation and Performance .83 Age, Participation, and Performance .84 Race, Participation, and Performance .85 Gender, Participation, and Performance .86 Courses, Participation, and Performance .87 Limitations of the Study.96 Recommendations for Research. 120 ix LIST OF TABLES 1. Definitions of Online Learning/E-learning.

The Changing Focus of Educational Technology, 1975 – 2005. Percentages of Online-Only Students Pursuing Bachelor’s Degrees, by Field of Study 2009. Descriptions of Asynchronous and Synchronous Types of Interactions. Frameworks and Synthesis Informing the Study: Types of Interactions.

A Summary of Each Empirical Literature Using Grade(s) as Dependent Variable. Five Selected Core Courses and Descriptions. Perception of Independent Variables and Level of Measurement. Research Questions, Variables (Measurement), and Statistical Analyses.

Descriptive Statistics for Study Participants. Summary of Variables by Independent Variable, Dependent Variable, Levels, and Skewness. Intercorrelations, Means, and Standard Deviations for Four Variables (N = 1013). Kruskal-Wallis Analysis of Variance Summary Table Comparing Three Race Groups on Total Number of Messages Posted, Total Access, and Grade Performance.

Mann-Whitney U Test Summary Table Comparing Gender on Total Number of Messages Posted, Total Access, and Grade Performance. Mean Ranks Comparing Five Courses on Total Number of Messages Posted, Total Access, and Grade Performance. Significant Statistical Difference between Five Courses on Total Number of Messages Posted. Significant Statistical Difference between Five Courses on Total Access.

Effect Sizes: Course Pairs and Total Number of Messages Posted and Total Access. Main Research Findings. Chronology of e-learning Activities in Malaysia, 1990 to 2005. 91 xi LIST OF FIGURES 1.

Conceptual Framework of Study. Focus of the Literature Review - Funnel Diagram. The Growth and Forecast for Online Only Enrollment in the United States, 2004-2014. Percentage of All Enrolled Students Taking At Least One Online Course, 2003-2008.

Scatterplot of Total Number of Messages Posted and Grade Performance. Scatterplot of Total Access and Grade Performance. 70 xii CHAPTER 1: INTRODUCTION e-Learning is the most recent evolution of distance learning that creates, fosters, delivers, and facilitates learning, anytime and anywhere, with the use of interactive network technologies (Chai & Poh, 2009, p. Technology is evolving rapidly, becoming a more flexible and interactive part of the classroom.

Specifically, there is more utilization of learning management systems (LMS) in institutions of higher education.