Darwen, Paul (2016) Undergraduate statistics: an empirical comparison of blended and traditional learning, and national origin. In: [Presented at the Australian Council for Computers in Education Conference]. From: ACCE 2016: Australian Council for Computers in Education Conference, 29 September - 2 October 2016, Brisbane, QLD, Australia.

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Abstract

For an undergraduate statistics subject in a business degree at an Australian university, this observational study looks into the effects on final exam results of two different approaches to tutorials: one uses traditional pencil-and-paper problem-solving, the other uses web-based exercises with such user-friendly features as animated graphs and interactive drag-and-drop diagrams. In addition, this study also looks at differences between the performance of students from different national backgrounds, including from China, India, and Vietnam. These measurements of exam performance shed light on two issues. One is the comparison between teaching done on a fully face-to-face manner and a blended approach with computer-aided tutorials but face-to-face teaching. The other issue is to critically evaluate the notion that it is good to learn declarative knowledge ("what is") by learning procedural knowledge ("how to"), which is what these exercises in statistics are supposed to be achieving. The exam results were collected over a 2 1/2 year period, observing over 300 students in total.

Item ID:	46630
Item Type:	Conference Item (Presentation)
Keywords:	blended learning; undergraduate statistics
Date Deposited:	27 Jan 2017 01:38
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 60% 13 EDUCATION > 1303 Specialist Studies in Education > 130302 Comparative and Cross-Cultural Education @ 10% 13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 30%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 80% 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 20%
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