Ed/IT Digital Library

Does Online Participation Matter? A Case Study of a Hybrid Theatre Arts Course PROCEEDINGS

, Touro University International, United States

EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Do students who participate in online assignments score better on traditional in class paper midterm and final exams than those students who do not participate in online assignments? Does the type of online assignment have an impact on the score? This paper analyzes two consecutive semesters' (fall 2003 and spring 2004) worth of data to answer the research questions. The first research step required investigation into the relationships of participation in and type of assessment to midterm and final examination scores in students enrolled in an undergraduate introductory play analysis course at a state university. A second research problem was to determine whether the type of online assessment and participation in the online assessment are predictors of midterm and final examination scores.

Citation

Marcus, S. (2005). Does Online Participation Matter? A Case Study of a Hybrid Theatre Arts Course. In P. Kommers & G. Richards (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2005 (pp. 2286-2291). Association for the Advancement of Computing in Education (AACE).

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