Abstract
The practice of including online discussion posts to traditional courses is increasing. Online discussions allow for active learning to occur as students express their ideas and respond to others. The time and thought provided by online discussion posts allows students to utilize higher level cognitive skills. Web-based assessments are another technology tool that instructors are including in their courses. This study examined the impact of online discussion posts on achievement of web-based assessments for an upper level undergraduate business and technology writing intensive course. Using a treatment group and a control group, student achievement scores for the online assessments were measured. Results indicate that assessed grades of the treatment groups were higher than the control group, however statistical significance was mixed among the web assessments. The results further illustrate the need for additional research into online discussions applied to web-based assessments.
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