Benedict D. Ilozor, Olabanjo Tomi Efuntoye, Rohan Raj Das
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Evaluating Students’ Performance Relative to Their Time Investment in an Asynchronous Online Class
COVID-19 lockdowns led to increased adoption of online teaching with courses that have an asynchronous format. It is recognized that some students could be online without dedicating all oftheir time to the class. This study aims to investigate whether there exists any association between the hours students invest in online classes with the point scores they achieve. Data on semester participation hours and total point scores were gathered in CNST 440-540, an asynchronous onlineclass at Eastern Michigan University from the winter semester of 2016 to the winter semester of 2021. Statistical modeling revealed a modest but significant relationship between student onlinetime and actual point scores.
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