Sadownik, S.A. (2022). Correlations on PeppeR for Time Spent Online with Online Activity by Graduate Students.pdf
Abstract
Many academics and early career professionals are tasked with assessing
online contributions in graduate courses in education. Various methods
suggest research has considered the use of rubrics and attempted to
assess the level of critical thinking presented in online discussions,
course design, assignment weighting, engagement in course material,
relationships between peers, language learners and different subject
specialists approaches to discussion forums and in some cases
interpretative flexibility of the course and technology. In this
correlational study, two data sets and four hypotheses were tested with
the use of a correlational matrix generator: (H1) The “Time Online”
will have a statistically significant positive correlation with the
“Words Written” for both data sets; (H2) The “Time Online” will have
a statistically significant positive correlation with the “Notes
Written” for both data sets; (H3) The “Time Online” will have a
statistically significant positive correlation with the “Replies” for
both data sets; (H4) The “Time Online” will have a statistically
significant positive correlation with the “Notes Read” for both data
sets. Results suggest one data set presented statistically significant
positive correlation in each category (p < 0.01) while the
other data set only presented one statistically significant category (p
< 0.05) for “Notes Written”.