Abstract
Introduction
A lack of research to inform how students have engaged and performed in modern hybrid learning hinders our understanding of student learning. The learning analytics capabilities of many learning management systems (LMS) can be harnessed to examine these learning processes, informing better hybrid teaching practice. This study aims to quantify the relationship between student engagement with scaffolded online content and in-person tutorial attendance components of hybrid studies and performance in summative assessment tasks.
Methods
We examined 460 first-year students of two core Bachelor of Health Sciences units at Monash University. Via the LMS, summative tasks were scaffolded to the preceding fortnight’s online materials to assess student uptake and retention. Engagement metrics, including access, view time, and percentage engagement time, were retrieved from the LMS. Correlation was sought between the individual summative task’s grade and engagement with fortnight’s resources. Linear regression models were fitted to assess the relationship between the summative task’s grade and engagement with fortnight’s resources. Multivariable linear regression models were fitted to assess the association between students’ academic performance in the unit with overall engagement adjusting for in-person attendance component.
Results
Students’ grades in the fortnightly summative task are highly correlated with the preceding fortnight’s online content engagement and the in-person attendance (r=0.26; p<0.01). Both Increasing engagement (β=0.18±0.04; p<0.001), and in-person attendance (β=0.17±0.014;
p<0.001) in the respective fortnight are linked to the achievement of higher grades in the fortnight’s assessments. Overall performance in the unit shows significant association with the engagement to the online content (β=0.132±0.03; p<0.001); the association persists even after
adjustment of the overall attendance to the unit (β=0.08±0.03; p=0.002).
Discussion
Student performance in a hybrid teaching unit can be predicted by level of engagement with scaffolded online content, independent of the in-person attendance.
URLs:
A lack of research to inform how students have engaged and performed in modern hybrid learning hinders our understanding of student learning. The learning analytics capabilities of many learning management systems (LMS) can be harnessed to examine these learning processes, informing better hybrid teaching practice. This study aims to quantify the relationship between student engagement with scaffolded online content and in-person tutorial attendance components of hybrid studies and performance in summative assessment tasks.
Methods
We examined 460 first-year students of two core Bachelor of Health Sciences units at Monash University. Via the LMS, summative tasks were scaffolded to the preceding fortnight’s online materials to assess student uptake and retention. Engagement metrics, including access, view time, and percentage engagement time, were retrieved from the LMS. Correlation was sought between the individual summative task’s grade and engagement with fortnight’s resources. Linear regression models were fitted to assess the relationship between the summative task’s grade and engagement with fortnight’s resources. Multivariable linear regression models were fitted to assess the association between students’ academic performance in the unit with overall engagement adjusting for in-person attendance component.
Results
Students’ grades in the fortnightly summative task are highly correlated with the preceding fortnight’s online content engagement and the in-person attendance (r=0.26; p<0.01). Both Increasing engagement (β=0.18±0.04; p<0.001), and in-person attendance (β=0.17±0.014;
p<0.001) in the respective fortnight are linked to the achievement of higher grades in the fortnight’s assessments. Overall performance in the unit shows significant association with the engagement to the online content (β=0.132±0.03; p<0.001); the association persists even after
adjustment of the overall attendance to the unit (β=0.08±0.03; p=0.002).
Discussion
Student performance in a hybrid teaching unit can be predicted by level of engagement with scaffolded online content, independent of the in-person attendance.
URLs:
https://eventstudio.eventsair.com/anzahpe-2024/abstract-book
| Original language | English |
|---|---|
| Pages | 358 |
| Number of pages | 1 |
| Publication status | Published - 2024 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2024 - Adelaide Convention Centre, Adelaide, Australia Duration: 1 Jul 2024 → 4 Jul 2024 https://eventstudio.eventsair.com/anzahpe-2024/ https://eventstudio.eventsair.com/anzahpe-2024/abstract-book (Abstract Book) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2024 |
|---|---|
| Abbreviated title | ANZAHPE 2024 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 1/07/24 → 4/07/24 |
| Internet address |