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This study sought to investigate the relative effect that sense of online community among students has on their academic performance. The study assessed four separate issues regarding student performance in a blended learning environment in the delivery of a University Psychology course. The first matter looked at was an investigation of the relationship between student performance on three different coursework assignments and their performance on interim online assessments. Secondly, this study investigated the relationship between student performance on coursework assignments and their perceptions of online community. Thirdly, the study sought to assess the relationship between students’ online community scores and their engagement with an online assessment. The final investigation was an assessment of the relationship between students’ cognitive information processing style and coursework performance. The student participants who took part in this study were 140 first year undergraduates. There were 25 males and 115 females ranging in age from 18 to 54 with a mean age of 23.15 and an SD of 8.11. The findings of this study revealed that student coursework performance was positively related to their engagement with the online assessments. Further findings suggested that student online community scores were related to their coursework performance as was cognitive style. These results are discussed by considering how engagement with online assessments, sense of community and cognitive information processing style should be considered as factors in course design within a blended learning framework.
Keywords:
Community, cognitive style, interim assessment
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