000			01761nam a22001577a 4500
999			_c519095 _d519095
008			220127b ||||| |||| 00| 0 eng d
100			_aFrancescucci, A., Kellershohn, J. and Pyle, M.A. _931990
245			_aUsing online class preparedness tools to improve student performance: The benefit of “all-in” engagement
260			_aJournal of Management Education
300			_a45(4), Aug, 2021: p.558-578
520			_aContemporary instructors face a growing paradox: pedagogical research espouses the benefits of interactive learning, yet, due to funding pressures, large class sizes challenge their ability to implement these practices. The present research investigates how digital solutions, specifically an online adaptive reading technology (OART), can mitigate these divergent forces. The OART is a self-paced software solution that mimics an offline textbook with functionality (e.g., quizzes, progress indicators) that adapts to student needs and facilitates class preparation in an interactive manner. Drawing on empirical evidence from a multiclass field study, the findings indicate that the technology improves student perceptions of engagement with the course and their academic performance. Notably, however, these benefits primarily arise when students take an “all-in” approach, and complete the material in its entirety, even when compared with students who completed most of the material. These findings offer both theoretical and practical implications for key stakeholders. – Reproduced
650			_aOnline adaptive reading technology, Digital preparation, Student preparedness, Academic performance, Perceived engagement _929325
773			_aJournal of Management Education
906			_aONLINE EDUCATION
942			_cAR