Internet Learning Volume 3, Number 1, Spring 2014 | Page 77

Internet Learning
or higher, equating to a letter grade of C,
B, or A. CSM policy supports this valuation,
as 70% is the cut-off score for credit
being earned for the course as well as its
ability to be transferred to another school.
In addition, the majority of student learning
outcomes assessments at CSM use the
benchmark of 70% or higher.
Results
At the 95% confidence level, two
of the SmarterMeasure indicators (typing
speed/accuracy and reading rate/recall)
were statistically significant, thereby exerting
significant influence on student success
in the course. There is a high probability (at
the 95% level) that the other SmarterMeasure
indicators did not exert significant influence
on student success. See Table 1 for
the aggregate data.
SmarterMeasure Indicator, Reading Rate
The results for reading rate and recall
indicate with a high degree of confidence
that this indicator exerts an influence
on student success. Specifically, 72 students
were successful per the SmarterMeasure
Indicator, while 62 ended up being successful
in the course. The results are statistically
significant, α = .05. See Figure 1.
SmarterMeasure Indicator, Typing Speed
The results for typing speed and accuracy
indicate with a high degree of confidence
that this indicator exerts an influence
on student success. Specifically, 88 students
were successful per the SmarterMeasure Indicator,
while 81 ended up being successful
in the course. The results are statistically
significant, α = .05. See Figure 2.
SmarterMeasure Indicator, Life Factors
The results for life factors do not
show that this indicator exerts an influence
on student success. The results are not
statistically significant, α = .05. (Note that
there is a statistical significance only if you
set the alpha at the .1 level.) See Figure 3.
SmarterMeasure Indicator, Technical
Knowledge
The results for technical knowledge
do not show that this indicator exerts an influence
on student success. The results are
not statistically significant, α = .05. (Note
that there is a statistical significance only if
you set the alpha at the .1 level). See Figure 4.
SmarterMeasure Indicator, Reading
Comprehension
The results for technical knowledge
do not show that this indicator exerts a significant
influence on student success, as the
results are not statistically significant, α =
.05. See Figure 5.
SmarterMeasure Indicator, Individual Attributes
The results for individual attributes
do not show that this indicator exerts an influence
on student success. The results are
not statistically significant, α = .05. See Figure
6.
Discussion
The study was based on the hypothesis
that student success in well-designed
courses (those that meet QM standards),
that are delivered via a familiar LMS, and
that are taught by experienced and engaging
online instructors are most influenced
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