Rare attenders with high content-following but near-zero live attendance still failed the course¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q1 i? Two rare attenders who followed content frequently but attended live sessions little or not at all both failed the distance physics course. → Ozgur Yilmaz 2015

Evidence¶

Ozgur Yilmaz 2015¶

Ozgur Yilmaz. (2015). THE EFFECTS OF "LIVE VIRTUAL CLASSROOM" ON STUDENTS' ACHIEVEMENT AND STUDENTS' OPINIONS ABOUT "LIVE VIRTUAL CLASSROOM" AT DISTANCE EDUCATION. TOJET: The Turkish Online Journal of Educational Technology, volume 14 issue 1. https://eric.ed.gov/?id=EJ1057348

q1 · i? · associational · r1

Descriptive case contrast from the LVPCFR group's table: student 14 followed content 38 times and live sessions 0 times, student 30 followed 43 and 11 times, and "The both of students failed at the distance physics course".

"Student who was numbered as 14 followed content and Live Virtual Physics Classroom, 38 and 0 respectively. Student numbered as 30 followed content and Live Virtual Physics Classroom, 43 and 11 respectively. The both of students failed at the distance physics course."

Discussion¶

Learner Variables¶

Time and Continuity — predictor: learners who differ on it differ in outcomes

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