Department
Information Systems
Document Type
Article
Publication Date
2012
Abstract
Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning process. This study investigates student patterns of access to instructional resources provided in an asynchronous online digital literacy course offered at a regional university in the United States. Frequency counts and access rates collected from a learning management system were used to assess patterns of student retrieval of course materials in four categories: core materials, direct support, indirect support and ancillary materials. Results were consistent with student survey responses and indicate that students selectively access course content based upon the degree to which they perceive it will positively influence performance and outcomes on assignments and assessments.
Journal Title
Journal of Information Technology Education:Research
Journal ISSN
15479714
Volume
11
Issue
1
First Page
125
Last Page
140
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons