Evaluating Two Models of Collaborative Tests in an Online Introductory Statistics Course

Autor/inn/en	Björnsdóttir, Auðbjörg; Garfield, Joan; Everson, Michelle
Titel	Evaluating Two Models of Collaborative Tests in an Online Introductory Statistics Course
Quelle	In: Statistics Education Research Journal, 14 (2015) 1, S.36-59 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Statistics; Introductory Courses; Models; Mathematics Tests; Cooperation; Student Attitudes; Learning; Group Discussion; Mixed Methods Research; College Mathematics; Undergraduate Students; Pretests Posttests; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Statistik; Einführungskurs; Analogiemodell; Co-operation; Kooperation; Schülerverhalten; Lernen; Gruppendiskussion
Abstract	This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students' learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is the effect of using consensus and non-consensus collaborative tests on students' attitudes towards statistics?, and (3) How does using a required consensus vs. a non-consensus approach on collaborative tests affect group discussions? Qualitative and quantitative methods were used for data analysis. While no significant difference was found between groups using the two collaborative testing formats, there was a noticeable increase in students' attitudes across both formats towards learning statistics. This supports prior research on the benefits of using collaborative tests in face-to-face courses. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/serj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01