EVALUATING THE IMPACT OF WORKED EXAMPLE VIDEOS FOR BLENDED LEARNING IN A LARGE-ENROLMENT BUSINESS STATISTICS COURSE

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-02-28 DOI:10.52041/serj.v21i1.93

S. Dart

引用次数: 1

Abstract

Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning approach for enhancing an introductory business statistics course taken by 2265 students over three semesters. Impact was evaluated with video usage, academic performance, and student survey data. Students heavily utilised worked example videos before assessment deadlines, frequently employing active learning strategies during their engagements. Improvements in academic performance and course satisfaction were observed compared to previous cohorts. This demonstrates worked example videos are well-suited to large-enrolment courses due to their highly scalable capacity to deliver timely support for learning, which individuals can tailor to their diverse needs.

查看原文本刊更多论文

评估样例视频对大规模商业统计课程混合学习的影响

统计学课程经常被大学生视为极其困难和令人焦虑的课程，对学生的成绩和体验产生负面影响。为了解决这一问题，本研究将样例视频（讲师在讲述过程的同时演示问题的解决方案）视为一种混合学习方法，用于加强2265名学生在三个学期内学习的商业统计入门课程。通过视频使用、学习成绩和学生调查数据来评估影响。学生们在评估截止日期前大量使用示例视频，在活动中经常采用积极的学习策略。与之前的研究组相比，学习成绩和课程满意度有所提高。这表明，工作示例视频非常适合大型注册课程，因为它们具有高度可扩展的能力，能够及时提供学习支持，个人可以根据自己的不同需求进行定制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.