AMTP Proceedings 2026

Document Type

Conference Proceeding

Publication Date

2026

Abstract

These days, asynchronous online courses are very common in business schools at universities. Online courses are attractive as they offer flexibility for students, especially working and non-traditional students. Even though online courses are widely popular, assessment design is often based more on instructor experience and intuition rather than on research evidence. In many cases, faculty rely on exams or participation-based activities without knowing how different assessment types relate to student learning and performance.

Learning analytics (LA) refers to the collection and analysis of data generated by students through Blackboard, Canvas, Moodle, etc. These data include grades, quiz scores, discussion forums, assignment performance, and other indicators of students. Recent research suggests that learning analytics can support evidence-based teaching decisions and help instructors improve course design and grade assessments design. However, in marketing education, learning analytics research is still limited, and extant studies focus mainly on overall engagement measures rather than on specific assessment components.

The present study focuses specifically on assessment types used in an online undergraduate marketing course. Using Blackboard gradebook data from three semesters of the same asynchronous online course, the study examines how low-stakes assessments and high-stakes exams are related to final course performance. Low-stakes assessments are defined as assessments that carry less points compared to exams and are administered frequently.  Examples include quizzes, discussion boards, and applied assignments.

Research suggests that low-stakes assessments such as quizzes can promote continuous engagement (Bose and Ulrich, 2024). Low-stakes assessments also improve motivation and learning in online courses (Holland and Yu, 2025). These findings suggest that frequent assessments are important for student learning. However, there is not enough research to suggest which specific assessment types matter most.

The study results indicate that performance on quizzes is the strongest and most consistent predictor of final course grades followed by applied assignments. However, there is a weak relationship between exam performance and final grades, although exams are often considered as the most important component.

Keywords: Online marketing education, Assessment design, Learning analytics, Low-stakes assessments

 

REFERENCES

Bose, M., & Ulrich, H. (2024). Student engagement and assessment in an asynchronous online learning environment: The importance of instructional design with interactive content. Journal for Advancement of Marketing Education, 32(1), 19–34. https://doi.org/10.63963/001c.138445 Goh, T.-T. (2025). Learning management system log analytics: The role of persistence and consistency of engagement behaviour on academic success. Journal of Computers in Education. https://doi.org/10.1007/s40692-025-00358-x

Holland, T., & Yu, B. (2025). Weekly low-stakes assessments promote student motivation, engagement, and learning in asynchronous online courses. International Journal on Innovations in Online Education. https://doi.org/10.1615/intjinnovonlineedu.2025057387

ABOUT THE AUTHORS

 

Vivek Madupu (Ph.D., University of Memphis) is an Assistant Professor of Marketing at Morehead State University. Dr. Madupu’s research focuses on consumer behavior, advertising, cross-cultural marketing, and higher-education related topics. He teaches courses in advertising, consumer behavior, international and strategic marketing.

Steve Shih-Chia Chen (D.S.M., United States Sports Academy) is a Professor of Sport Management in the Department of Business Administration at Morehead State University. He teaches and researches in sport marketing, sport sociology, diversity in sport, sport economics, and research methods.  Dr. Chen mentors student research; MSU graduate students he guided have presented original work at several conferences.

 

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