This paper presents an investigation on the impact that e- tivities can have on students’ performance. The context of the study is an e-Learnig higher education institution, with 4 years of data collected from various courses on First and Master cycle Degrees in Industrial Engineering and Computer and Automation Engineering; before and after the integration of e-tivity. A cloud service has been developed to get the data about students’ performances in terms of examinations participations, rate of success and marks. Two academic years before the introduction of the e-tivities have been compared with the 2 academic years after, for each course under investigation. The results show that the e-tivities provided a slight increase of students’ performances in terms of percentage of success. However, the study revealed also a slight decrease of the average mark obtained in the same sessions. The findings suggest that the e-tivities could provide the basic knowledge to pass an exam, but not enough to provide a full comprehension of the subject matter. Further investigation will be done to confirm those findings.
eLearning Course Design in Higher Education to Maximize Students’ Performance / Moglie, M.; Simoncini, M.; Mancini, E.; Suraci, V.; Arnesano, M.. - 1091:(2019), pp. 139-148. [10.1007/978-3-030-31284-8_11]
eLearning Course Design in Higher Education to Maximize Students’ Performance
Simoncini M.;
2019-01-01
Abstract
This paper presents an investigation on the impact that e- tivities can have on students’ performance. The context of the study is an e-Learnig higher education institution, with 4 years of data collected from various courses on First and Master cycle Degrees in Industrial Engineering and Computer and Automation Engineering; before and after the integration of e-tivity. A cloud service has been developed to get the data about students’ performances in terms of examinations participations, rate of success and marks. Two academic years before the introduction of the e-tivities have been compared with the 2 academic years after, for each course under investigation. The results show that the e-tivities provided a slight increase of students’ performances in terms of percentage of success. However, the study revealed also a slight decrease of the average mark obtained in the same sessions. The findings suggest that the e-tivities could provide the basic knowledge to pass an exam, but not enough to provide a full comprehension of the subject matter. Further investigation will be done to confirm those findings.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
