earticle

영어

This study investigates the effects of LMS-based monitoring on students’ academic achievement, participation, and perceptions. With the increasing prevalence of online education, effective instructor engagement strategies have become essential for maintaining student participation and improving learning outcomes. This study examines how instructor-driven monitoring including attendance tracking, assignment reminders, and individualized feedback impacted student performance in an online Business English course focused on TOEIC reading comprehension. A total of 277 university students participated, divided into an experimental group (n = 154), which received weekly monitoring and individualized feedback, and a control group (n = 123), which received the same content without monitoring interventions. Preand post-tests were conducted to measure academic achievement, and LMS activity data were analyzed to assess participation. Additionally, a student survey was administered to explore perceptions of LMS-based monitoring. The results indicate that the experimental group showed significantly higher academic achievement(p=.032) and greater participation in assignments and quizzes compared to the control group, while attendance did not show a significant difference. Survey findings revealed that students perceived feedback on assignments and quiz-related notifications as the most effective components of the monitoring process. These findings emphasize the importance of structured monitoring and active instructor feedback in enhancing the effectiveness of online education.