Executive Function as a Moderator of Learning Outcomes in Web-Based Education

• In Event: Brain, Neurosciences, and Education SIG Paper Session 2

Abstract

Many students in higher education face difficulties in managing their learning behaviors to achieve academic success in 100% web-based settings. Studies have suggested that executive function is crucial in achieving academic success in online settings. This study examined whether the relationship between online academic achievement and a student’s interactions with instructor, peers, and course content in online settings is moderated by executive function of the student. Findings show that a student’s interactions are correlated with the level of executive function and that executive function moderates the strength of the relationship between the quality of the student’s interactions and online academic success. Certain aspects of online learning environments can be targeted in promoting students’ executive function to enhance web-based learning outcomes.

Authors

• Mei Chang, University of North Texas

• Cen Wang, Charles Sturt University

• Jie Wang, University of North Texas