broadbent-academicsuccess-2016.pdf (480.49 kB)
Academic success is about self-efficacy rather than frequency of use of the learning management system
Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account self-beliefs that may also increase the explanatory value of learning analytics from the LMS. This study surveyed 310 students (M = 22.10 years, SD = 6.30 years) undertaking a first year health psychology subject. Results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting the primacy of psychological factors more so than online engagement in determining outcome. Of the motivational factors, amotivation was the single significant predictor of academic achievement. Proposed future research directions include the need to evaluate whether these results are sustained over time.
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Journal
Australasian journal of educational technologyVolume
32Issue
4Pagination
38 - 49Publisher
ASCILITELocation
Tugun, Qld.Publisher DOI
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eISSN
1449-5554Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2016, ASCILITEUsage metrics
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