How the usage of learning management systems influences student achievement
Само за регистроване кориснике
2013
Чланак у часопису (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.
Кључне речи:
technology enhanced learning / students' achievements / MoodleИзвор:
Teaching in Higher Education, 2013, 18, 5, 506-517Издавач:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
Финансирање / пројекти:
- Развој нових информационо-комуникационих технологија, коришћењем напредних математичких метода, са применама у медицини, телекомуникацијама, енергетици, заштитити националне баштине и образовању (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-44006)
- Инфраструктура за електронски подржано учење у Србији (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47003)
- Геометрија, образовање и визуелизација са применама (RS-MESTD-Basic Research (BR or ON)-174012)
DOI: 10.1080/13562517.2012.753049
ISSN: 1356-2517
WoS: 000322613900005
Scopus: 2-s2.0-84881669222
Институција/група
Fakultet organizacionih naukaTY - JOUR AU - Mijatović, Ivana AU - Čudanov, Mladen AU - Jednak, Sandra AU - Kadijević, Đorđe M. PY - 2013 UR - https://rfos.fon.bg.ac.rs/handle/123456789/1037 AB - In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - Teaching in Higher Education T1 - How the usage of learning management systems influences student achievement EP - 517 IS - 5 SP - 506 VL - 18 DO - 10.1080/13562517.2012.753049 UR - conv_1567 ER -
@article{ author = "Mijatović, Ivana and Čudanov, Mladen and Jednak, Sandra and Kadijević, Đorđe M.", year = "2013", abstract = "In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "Teaching in Higher Education", title = "How the usage of learning management systems influences student achievement", pages = "517-506", number = "5", volume = "18", doi = "10.1080/13562517.2012.753049", url = "conv_1567" }
Mijatović, I., Čudanov, M., Jednak, S.,& Kadijević, Đ. M.. (2013). How the usage of learning management systems influences student achievement. in Teaching in Higher Education Routledge Journals, Taylor & Francis Ltd, Abingdon., 18(5), 506-517. https://doi.org/10.1080/13562517.2012.753049 conv_1567
Mijatović I, Čudanov M, Jednak S, Kadijević ĐM. How the usage of learning management systems influences student achievement. in Teaching in Higher Education. 2013;18(5):506-517. doi:10.1080/13562517.2012.753049 conv_1567 .
Mijatović, Ivana, Čudanov, Mladen, Jednak, Sandra, Kadijević, Đorđe M., "How the usage of learning management systems influences student achievement" in Teaching in Higher Education, 18, no. 5 (2013):506-517, https://doi.org/10.1080/13562517.2012.753049 ., conv_1567 .