Determining The Drivers Of Student Performance In Online Business Courses

Hooman Estelami

doi:10.19030/ajbe.v7i1.8321

Abstract

An emerging question in business education is whether all students would benefit from distance learning and if student performance can be predicted prior to enrollment in an online course based on student characteristics. In this paper, the role of student characteristics on academic performance is examined in the context two different online courses. Empirical test of a selfassessment tool on 272 students across 9 course sections, using a logistic regression framework demonstrates that end-of-semester student grades can be predicted by students' own self-reports of their learning preferences at the onset of the course. However systematic differences are found between the two courses in terms of the drivers of student performance, demonstrating the importance of a customized approach to the predictive framework presented.

Highlights

T he use of distance learning methods in business education has witnessed a significant growth over the past decade
It is estimated that each year over 6 million students -- accounting for nearly one third of the higher education student population -- take online courses in the United States (Allen & Seaman, 2011; Popvich & Neel, 2005)
In order to measure the effects of learning preferences and student characteristics on course performance, a questionnaire consisting of several multi-item scales was developed

Summary

Introduction

T he use of distance learning methods in business education has witnessed a significant growth over the past decade. With approximately one third of all business schools offering distance learning options to their students, business schools are among the leading providers of distance education, either by integrating them as part of their curriculum or by offering degree-granting programs. The use of distance learning methods has witnessed a steady rise and the number of business students taking online classes has experienced a predictable path of growth. Distance learning methods are no longer restricted to a finite set of niche-oriented business schools. Distance learning methods are integrated into the curriculum of many well-recognized business schools and have become an acceptable way of delivering quality education

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Conclusion