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Monitoring student engagement using Blackboard ‘hit rates’
Conference presentation

Monitoring student engagement using Blackboard ‘hit rates’

Ann L Parkinson and Peter K Dunn
2011 Learning & Teaching Week Program and Abstracts Book, p.22
Learning & Teaching Week, 2011 (Sunshine Coast, Australia, 19-Sep-2011–23-Sep-2011)
University of the Sunshine Coast
2011
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy student engagement
Student persistence in higher education (which can lead to better student retention for the institution) can be positively related to several conditions, namely: "institutional commitment; institutional expectations; support; feedback and monitoring; and involvement" (Tinto, 2005; p. 50). For students to succeed, academic expectations need to be high and sufficient time must be spent studying: for example reading, researching and completing assessment tasks (so called 'time-on-task') (Tinto, 2005). Monitoring of student engagement, therefore, is one key strategy in reducing attrition in the first year at university. The purpose of this study was to examine the Early Warning System (EWS) and 'hit rates' in Blackboard as methods of monitoring students at risk of attrition. Two 1st year science courses were chosen for the study, Cell Biology and Science Research Methods, due to their use of online assessment accessed through Blackboard. The EWS was used in week 4 in conjunction with attendance and assignment submission data to identify students at risk. Blackboard usage data or 'hit rates' were collated from week 1 through to the final examination date and analysed for patterns of usage and relationships to final grades. Analysis of hit rates revealed more useful data than the use of the EWS. Hit rates in both courses followed a similar trajectory, with a peak in use by week 3 - 4, a marked decrease in usage between weeks 3 and 5; minimal use of Blackboard over the two week intra-semester break; and a gradual increase between weeks 6-11. There were strong relationships between the mean hit rate and final grade achieved, with failing students having significantly less engagement with Blackboard compared to passing students, based on mean hit rates. Further research is required to determine the reasons for lower Blackboard engagement in failing students, so as to develop strategies to increase engagement and success in first year.

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