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

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Marcus, S. (2005). Does Online Participation Matter? A Case Study of a Hybrid Theatre Arts Course. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2286-2291). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20413.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Author

Sara Marcus, Touro University International, United States

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.

Keywords

• Assessment
• Students

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