Date of Award

Fall 12-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Kevin Winslow

Second Advisor

Dr. Robyne Elder

Third Advisor

Dr. Roger "Mitch" Nasser

Abstract

As students, instructors, and higher-education administrators delve further into cyberspace, scholarly literature and practice require further insights into the dynamics of online learning. This study examined the relationship between online student discussionboard activity and student grades and, consequently, addressed a dearth in the literature about this relationship. Student Involvement Theory provided the theoretical foundation of this research. This study’s sample consisted of 200 online undergraduate students in online business-analytics courses. Regression-analyses findings supported the relationship between student postings of certain mathematical-symbol references (e.g., for equalities, inequalities, addition, subtraction, multiplication, and division) and student grades. Therefore, administrators, faculty, and course designers should consider the use of text-based discussions for all courses, online, traditional, and hybrid.

Share

COinS