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E-Learning Effectiveness in a Quantitative Course: Theoretical Versus Industry-Related Discussion and Exam Questions
ARTICLE

, APPC Market Research, USA; State University of New York, USA; University of Technology, Australia

IJICTE Volume 7, Number 2, ISSN 1550-1876 Publisher: IGI Global

Abstract

A quasi experiment compared the effectiveness of discussion question types on exam scores in an online quantitative methods course at an accredited university. Correlation, ANOVA and MANCOVA were utilized to test the hypothesis that questions exploiting industry examples would increase discussion interaction volume and exam scores more than using theoretical problems. Demographic factors (age, gender), semester timing, and prior ability were tested for moderation/mediation impact. Instructional method, professor, course content, assessment rubrics, and learning context were controlled. The treatment consisted of enhancing all discussion and examination questions from the materials and assessments to approximate authentic industry scenarios. A statistically significant model was validated, using exam question types as a factor, and a count of online discussion interactions (as a covariate), to measure problem-based learning effect on exam score.

Citation

Strang, K. (2011). E-Learning Effectiveness in a Quantitative Course: Theoretical Versus Industry-Related Discussion and Exam Questions. International Journal of Information and Communication Technology Education, 7(2), 57-68. IGI Global. Retrieved June 4, 2020 from .

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