How the usage of learning management systems influences student achievement
Samo za registrovane korisnike
2013
Članak u časopisu (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
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.
Ključne reči:
technology enhanced learning / students' achievements / MoodleIzvor:
Teaching in Higher Education, 2013, 18, 5, 506-517Izdavač:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
Finansiranje / projekti:
- Razvoj novih informaciono-komunikacionih tehnologija, korišćenjem naprednih matematičkih metoda, sa primenama u medicini, telekomunikacijama, energetici, zaštititi nacionalne baštine i obrazovanju (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-44006)
- Infrastruktura za elektronski podržano učenje u Srbiji (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47003)
- Geometrija, obrazovanje i vizuelizacija sa primenama (RS-MESTD-Basic Research (BR or ON)-174012)
DOI: 10.1080/13562517.2012.753049
ISSN: 1356-2517
WoS: 000322613900005
Scopus: 2-s2.0-84881669222
Institucija/grupa
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 .