Reading+13+-+Davies+and+Graff+(2005)++Performance+in+e-learning-+online+participation+and+student+grades

Reading 13: Davies and Graff (2005)
__Performance in e-learning: online participation and student grades__

**Summary:** The authors argue that there is much research into the perceived benefits of online learning for students, but there is little research on whether it actually improves grades.

Research looked at first year business students and compared their Blackboard usage to their grades. It was found that fail grades consistently correlated with least usage across all courses and higher use correlated with the high and medium grades. There was a similar pattern when comparing interactive areas of Blackboard. The higher and medium grade students make greater use of interactive areas. Overall there was no significant difference between the high and medium achievers, but they made more use of Black board than low achievers, who then made more use than those who failed.


 * Strength of study:** Looked at a previously unexplored area.


 * Weakness of study:** Could low academic ability result in low usage of the resources. Direction of causation is assumed to be one way. No baseline grade determined and so we don’t know if this outcome would have occurred anyway and whether using Blackboard actually had any affect at all on value-added. We need to know why students did or did not use the resource. Assumes grades to be an indicator of achievement, which is a narrow definition of achievement.

Authors agree that analysis of participation is weak and needs more research.