Promoting student learning by having college students participate in an online environment

Date

2011-04

Authors

Lo, Celia C.
Johnson, Ebony
Tenorio, Kimberly

Journal Title

Journal ISSN

Volume Title

Publisher

Indiana University's Faculty Academy on Excellence in Teaching (FACET)

Abstract

Using data collected in spring 2009 from students at a southern research university enrolled in either of 2 sections of a general education course that fulfilled a social/behavioral sciences graduation requirement, the present study examined whether participating in online assignments enhanced students’ satisfaction with those assignments and with their learning. Online assignments included chapter exams, video questions, and survey questions; they were due weekly. Additional online assignments were 2 threaded discussions over the semester. The study used subjective and objective measures of student learning. Overall results confirmed that having students participate in online assignments can promote student satisfaction and foster critical thinking and deep learning. Practice implications are briefly discussed

Description

Article originally published in Journal of the Scholarship of Teaching and Learning, 11(2), 1–15. English. Published online 2012. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1817

Keywords

Online assignments, General education course, Student learning, Student satisfaction

Citation

This is the published version of an article that is available at https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1817. Recommended citation: Lo, C. C., Johnson, E. L., & Tenorio, K. A. (2012). Promoting student learning by having college students participate in an online environment. Journal of the Scholarship of Teaching and Learning, 11(2), 1–15. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.

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