Method of tracking online activity of students incorporated in the e-learning software. The details provided in these access statistics allow the teacher to generate reports regarding the way the course is used and the online activity of the students (number of accesses for each student, areas most visited, average time on-line, number of daily visitors, etc.).
Published in Chapter:
An E-Learning Project for a Basic Mathematics Course at the University
Anna Torriero (Catholic University of the Sacred Heart, Italy) and Immacolata Scancarello (Catholic University of the Sacred Heart, Italy)
Copyright: © 2009
|Pages: 12
DOI: 10.4018/978-1-59904-845-1.ch034
Abstract
This article provides an evaluation of the impact of a specific e-learning platform (www.blackboard.com) upon pass rates, in particular on the MidTerm tests pass rate of “Calculus I”, a math course held at the Catholic University of Milan. An ICT project for a basic math course was developed and introduced in 2001 at the Catholic University, Faculty of Economics. Designed for freshmen, the course currently involves as many as 1,200 students, which is quite an achievement when compared with other e-learning blended courses available at the same university. The chief objective of the course is to supplement face-to-face lessons with the online learning activities implemented inside and/or outside the traditional classroom. The innovation of this project consists not only in its technological features but also in its tracking facilities. In fact, student online activities can be tracked down and teachers are provided with continuous feedback for the same to be redesigned. In addition, students can widen their knowledge of the subject matter through additional learning materials such as interactive self-assessment tests, guided assignments, and so forth.