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  • Flexible Learning and Academic Performance in Information Systems

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    15305_1.pdf (79.69Kb)
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    Version of Record (VoR)
    Author(s)
    Bryant, Kay
    Campbell, John
    Kerr, Donald
    Griffith University Author(s)
    Kerr, Donald V.
    Bryant, Kay
    Campbell, John A.
    Year published
    2001
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    Abstract
    This research investigates the effectiveness of using a technology-centric flexible learning environment to teach a tertiary level introductory information systems course. The subjects for the study were students who were enrolled in two similar courses: 1) a group using traditional teaching and learning methods only, and 2) a group using a flexible learning approach incorporating extensive use of web technology. The course content, lecturer, textbook and assessment were the same for each group. The results show that there were significant differences in academic performance between the two student cohorts. Student tertiary ...
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    This research investigates the effectiveness of using a technology-centric flexible learning environment to teach a tertiary level introductory information systems course. The subjects for the study were students who were enrolled in two similar courses: 1) a group using traditional teaching and learning methods only, and 2) a group using a flexible learning approach incorporating extensive use of web technology. The course content, lecturer, textbook and assessment were the same for each group. The results show that there were significant differences in academic performance between the two student cohorts. Student tertiary entrance scores and computer playfulness were also identified as important predictors of academic performance.
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    Conference Title
    Proceedings of the Twelfth Australasian Conference on Information Systems 2001
    Publisher URI
    http://aisel.aisnet.org/acis2001/10/
    Copyright Statement
    © 2001 Australasian Association for Information Systems. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
    Publication URI
    http://hdl.handle.net/10072/1389
    Collection
    • Conference outputs

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