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 (Robert Morris University, USA) and Barbara A. Frey (University of Pittsburgh, USA)
DOI: 10.4018/978-1-61520-963-7.ch041
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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 managementsystems and instructors’ PowerPoint presentations. Theresults of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, onlinecourse management, andeffective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on studentlearning. 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-coursemanagement 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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