eLearning Course Design in Higher Education to Maximize Students’ Performance. Moglie, M., Simoncini, M., Mancini, E., Suraci, V., & Arnesano, M. Volume 1091 , 2019. doi abstract bibtex © 2019, Springer Nature Switzerland AG. 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.
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title = {eLearning Course Design in Higher Education to Maximize Students’ Performance},
type = {book},
year = {2019},
source = {Communications in Computer and Information Science},
pages = {139-148},
volume = {1091},
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abstract = {© 2019, Springer Nature Switzerland AG. 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.},
bibtype = {book},
author = {Moglie, M. and Simoncini, M. and Mancini, E. and Suraci, V. and Arnesano, M.},
doi = {10.1007/978-3-030-31284-8_11}
}
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