Online engagement at any single time-point is not a consistent indicator of high achievement across a full program, whereas longitudinal patterns of engagement and grades forecast stable academic trajectories¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A single point-in-time measure of online engagement does not reliably forecast high achievement over a full four-year program; longitudinal high grades or longitudinal high engagement (separately or combined) indicate stable trajectories. → Mohammed Saqr 2023

Evidence¶

Mohammed Saqr 2023¶

Mohammed Saqr, Sonsoles López-Pernas, Satu Helske, Stefan Hrastinski. (2023). The longitudinal association between engagement and achievement varies by time, students' profiles, and achievement state: A full program study. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104787

q2 · i? · associational · r2

Observational analysis of complete Moodle trace logs and course grades for a full program: "the complete online traced-log data of 106 students along 4 years of education, including 1394 course enrollments in 15 distinct courses", analyzed with multi-channel sequence analysis and mixture hidden Markov models. The article reports that a single time-point engagement measure does not consistently indicate high achievement.

"Our results showed that online engagement at any single time-point is not a consistent indicator for high achievement. It takes more than a single point of time to reliably forecast high achievement throughout the program."

Discussion¶

Related Claims¶

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