A Constructivist Approach in a Blended E-Learning Environment for Statistics

Autor/inn/en	Poelmans, Stephan; Wessa, Patrick
Titel	A Constructivist Approach in a Blended E-Learning Environment for Statistics
Quelle	In: Interactive Learning Environments, 23 (2015) 3, S.385-401 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.766890
Schlagwörter	Electronic Learning; Constructivism (Learning); Blended Learning; Business Administration Education; Models; Teaching Methods; Statistics; Peer Evaluation; Workshops; Assignments; Cooperative Learning; Teacher Student Relationship; Management Systems; Probability; Questionnaires; Student Attitudes; Intention; Reliability; Surveys; Likert Scales; Teacher Role; Statistical Analysis; College Students + Suchen Sie Ihr Suchwort? Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Statistik; Lernwerkstatt; Schulung; Assignment; Auftrag; Zuweisung; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Fragebogen; Schülerverhalten; Reliabilität; Survey; Umfrage; Befragung; Likert-Skala; Lehrerrolle; Statistische Analyse; Collegestudent
Abstract	In this study, we report on the students' evaluation of a self-constructed constructivist e-learning environment for statistics, the compendium platform (CP). The system was built to endorse deeper learning with the incorporation of statistical reproducibility and peer review practices. The deployment of the CP, with interactive workshops and group assignments, immerses students in a novel blended e-learning experience. Based on the Delone and McLean framework, we tested an explanatory success model with a sample of 607 business students, collected during three consecutive academic years. The results indicate that system quality and teacher support are the most important success factors, directly or indirectly contributing to a higher degree of relative advantage and satisfaction, both of which strongly determine continuous intention to use. The findings ascertain the usability and acceptance of the CP and promote a more radical constructivist approach to the teaching of statistics, but also other subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01