Fig 1.
The typical stages of the BPBL process.
A face-to-face session followed by long online discussion throughout the week followed by a wrap-up session at the end of week.
Table 1.
Distribution and type of interactions in each course.
Table 2.
Group descriptive statistics and network parameters.
Fig 2.
Summary of interactions in the four courses shows a bird eye view of courses and groups, level of interactivity and relations.
Nodes (participants) are represented as circles, edges (interactions) are represented as arrows, and each circle size corresponds to the degree centrality (quantity of interactions), each group was given a unique color.
Fig 3.
A closer view that summarizes all interactions in Principles of Dental Sciences course (QDENT 214), showing students and tutors activity levels and connectedness.
Nodes (participants) are represented as circles, edges (interactions) are represented as arrows, and each circle size corresponds to the degree centrality (quantity of interactions), each group was given a unique color.
Table 3.
Correlation between group network parameters and grades.
Table 4.
Correlation between students’ network parameters and grades.
Table 5.
The significant predictors of grade using backward linear regression.
Table 6.
A confusion matrix of classified students using logistic regression.
Table 7.
Predictors of achievement.
Table 8.
A confusion matrix of classified students using the model developed by the training dataset.
Table 9.
A confusion matrix of classified students using the model developed by the training dataset in each course separately.