ABSTRACT

In this study, we examined the relationship between university students’ engagement in a blended learning course and their performance. We also explored the roles which gender and nationality may play in the learning process. Our sample consisted of 335 students of International Accounting course. We used 23,796 student access computer logs as a proxy for their engagement in e-learning and the number of points obtained for completing the course tasks as the measure of their performance. We analyzed the relationship between them with the use of the Pearson correlation coefficient. Our study results revealed that participants’ engagement in e-learning had a positive effect on their final performance. We were also able to state that the relationship between students’ engagement in e-learning and their performance differs according to nationality. We did not identify a significant difference between the students’ engagement and performance according to gender.

摘要

在这项研究中，我们研究了大学生参与混合学习课程与他们的表现之间的关系。我们还探讨了性别和国籍在学习过程中可能扮演的角色。我们的样本包括335名国际会计课程的学生。我们使用23,796个学生访问计算机日志作为代理，以记录他们参与电子学习的情况以及完成课程任务所获得的分数，以此来衡量他们的表现。我们使用皮尔逊相关系数分析了它们之间的关系。我们的研究结果表明，参与者参与电子学习对其最终成绩产生积极影响。我们还能够指出，学生参与电子学习与他们的表现之间的关系因国籍而异。