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Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning: An Exploratory Factor Analysis

Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning: An Exploratory Factor Analysis

Daria C. Crawley, Barbara A. Frey
Copyright: © 2008 |Volume: 4 |Issue: 1 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203086|EISSN: 1550-1337|DOI: 10.4018/jicte.2008010101
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MLA

Crawley, Daria C., and Barbara A. Frey. "Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning: An Exploratory Factor Analysis." IJICTE vol.4, no.1 2008: pp.1-14. http://doi.org/10.4018/jicte.2008010101

APA

Crawley, D. C. & Frey, B. A. (2008). Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning: An Exploratory Factor Analysis. International Journal of Information and Communication Technology Education (IJICTE), 4(1), 1-14. http://doi.org/10.4018/jicte.2008010101

Chicago

Crawley, Daria C., and Barbara A. Frey. "Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning: An Exploratory Factor Analysis," International Journal of Information and Communication Technology Education (IJICTE) 4, no.1: 1-14. http://doi.org/10.4018/jicte.2008010101

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Abstract

This research examines the relative impact of students’ in-class behaviors (i.e., attendance and participation) by assessing student perceptions of the value of instructional technologies, such as eCollege course management systems and instructors’ PowerPoint presentations. The results of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, onlinecourse management, and effective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on student learning. ANOVA results indicated significant differences in online-course management and perceived impact of electronic presentations on students’ classroom behavior among respondents who used the online-course management system. Respondents who used multiple onlinecourse management features viewed it more favorably and did not believe that it had a negative impact on classroom behaviors, such as attendance or class participation compared to those who used fewer features. Implications for construct refinement and future research are discussed.

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