This study sought to investigate four separate issues regarding student performance in a blended learning environment in the delivery of a Psychology course to 140 University undergraduates. Firstly, to investigate the relationship between student performance on three different coursework assignments and their performance on interim online assessments. Secondly, to investigate the relationship between student performance on coursework assignments and their perceptions of online community. Thirdly, to investigate the relationship between students' online community scores and their engagement with an online assessment. Finally, to look at the relationship between students' cognitive information processing style and coursework performance. The findings revealed that student coursework performance was positively related to their engagement with the online assessments. Furthermore, student online community scores were related to their coursework performance as was cognitive style. The results are discussed in terms of a consideration of these three factors in course design within a blended learning framework. [ABSTRACT FROM AUTHOR] Copyright of Electronic Journal of e-Learning is the property of Academic Conferences, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
CITATION STYLE
Graff, M. (2006). The Importance of Online Community in Student Academic Performance. Electronic Journal of E-Learning, 4(3), 127–131. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25357011&site=ehost-live
Mendeley helps you to discover research relevant for your work.