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The abundance of data available in Learning Management Systems (LMS)provides an opportunity for objective observation of actions taking place in onlinecourses. However, there is minimal research examining LMS data logs for studentbehavior in online courses. This quantitative research study used archived data fromadult, accelerated online programs at a small, private university in the Midwest toexamine student interactions with LMS tools, examine for a difference in graduate andundergraduate student interactions, and review for an association between the number ofLMS tools available to students in an online course and the average login frequency.Data were examined from one-year of courses in 11 programs offered in an accelerated,online format geared to adult students. Descriptive statistics were used to examine toolinteraction; independent samples t tests examined for a difference in tool interactionsbased on degree level; a simple linear regression examined for an association between thenumber of LMS tools available and average login frequency. The results of the studyrevealed two of the nineteen tools had no interaction; a statistically significant differencein eight of the seventeen tools with the interaction between graduate and undergraduatestudents; and a statistically significant association between the number of available LMStools and students’ average login frequency |
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