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Online engagement and performance on formative assessments mediate the relationship between attendance and course performance.

ABSTRACT: In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students' log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

Supplementary information

The online version contains supplementary material available at 10.1186/s41239-021-00307-5.

SUBMITTER: Lu C

PROVIDER: S-EPMC8761509 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:With a motivation to immerse students in engineering design, graphics communication, and computer aided design (CAD) skills early-on in the biomedical engineering curriculum, we launched a new 2-unit laboratory course on "Graphics Design in BME" in the Spring 2020 quarter for UC Davis sophomores. Due to the COVID-19 pandemic, the course met with the significant challenge of conversion to an online mode of teaching, instead of planned face-to-face instruction. Providing formative feedback was thought to be an important step to help students succeed in their final CAD project of the course. In the process of designing feedback, we found that the concept of feedback is still fragile in an online learning environment because online learning settings provide distinct pedagogical demands as compared to face-to-face settings. The situation is especially delicate in the context of contemporary higher education imparting engineering skills, where students attend large classes, with diminished opportunities to interact with the teaching staff. The challenge we faced was to provide meaningful dialogic feedback in an online environment, especially while teaching engineering graphics design to a large class. Here we addressed this challenge by focusing on the process of structuring meaningful feedback. We designed a project assignment to be submitted as multiple deliverables to be submitted in two-stages. Then, we characterized its feedback with multiple notions, such as dialogic iterative cycles, personalized, goal-directed, immediate, in written format, and having a peer assessment component. The process of providing formative feedback online through the structure mentioned in this paper resulted in students' improved scores on the final project elements. It also helped us identify the common issues students are faltering in a graphics design class, and provide customized guidance, ideal examples of expected work, and more resources to motivate each student group to achieve mastery of course content.Supplementary informationThe online version contains supplementary material available at 10.1007/s43683-021-00046-z.

Project description:BackgroundThe current study aimed to evaluate the previously unexplored correlation between undergraduate medical students' attendance during their surgical clerkship and their academic performance. It also aimed to explore any difference in the attendance rate between male and female students and whether this difference, if present, affects the academic performance.MethodsA retrospective descriptive cross-sectional study has been conducted on 331 undergraduate medical students during their surgical clerkships at the College of Medicine and Medical Sciences (CMMS) at Arabian Gulf University (AGU), Bahrain from September 2018 to June 2020.ResultsThere was a positive statistically significant correlation between students' attendance during surgical clerkship and academic performance (r = 0.360, P < 0.01). Mean attendance rate was greater in each increasing category of academic performance: 47.95% in the weak category (less than 65%, n = 42), 57.62% in the good performance category (65% to less than 75%, n = 108), 67.82% in the very good performance category (75% to less than 85%, n = 126), 83.16% in the excellent performance category (85% and above, n = 55). The mean attendance rate of male students was 59.76% (SD = 25.73), compared to 66.92% (SD = 24.30) in the female students. T-test indicated that the difference between the mean attendance of the two groups of the students (male, female) was statistically significant (t = 2.483, p < 0.05). On the other hand, the difference between the mean academic performance for the two groups of students, male & female, (t = 0.284, p = 0.777) was not statistically significant.ConclusionsOur study showed a significant relationship between undergraduate medical students' attendance during their surgical clerkship and their academic performance. Further studies are needed to stratify this correlation according to clinical and theoretical teaching activities. No significant difference was observed in academic performance between female and male students.

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Online engagement and performance on formative assessments mediate the relationship between attendance and course performance.

Supplementary information

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