'The Most Important Question Is Not 'How?' but 'Why?': A Multi-Method Exploration of a Blended e-Learning Approach for Teaching Statistics within Undergraduate Psychology

Autor/inn/en	Muse, Kate; Scurlock-Evans, Laura; Scott, Helen
Titel	'The Most Important Question Is Not 'How?' but 'Why?': A Multi-Method Exploration of a Blended e-Learning Approach for Teaching Statistics within Undergraduate Psychology
Quelle	In: Psychology Teaching Review, 27 (2021) 1, S.26-41 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Blended Learning; Electronic Learning; Undergraduate Students; Statistics Education; Psychology; Action Research; Learning Motivation; Competence; Feedback (Response); Peer Groups; Tutors; Self Determination + Suchen Sie Ihr Suchwort? Psychologie; Projektforschung; Motivation for studies; Lernmotivation; Kompetenz; Gleichaltrigengruppe; Peer Group; Förderlehrer; Lehrender; Tutor; Selbstbestimmung
Abstract	Research methods and statistics are cornerstones of undergraduate psychology degrees. However, many students find the subject uninteresting and anxiety provoking, while educators find it challenging to teach. This multi-method action research project explored how e-learning activities within a blended learning context affected students' experience of learning statistics. Data were gathered with first year undergraduate students via a survey (N=89), two focus groups (N=12), and interviews with educators (N=2). The e-learning activities were valued by students and staff, owing to the interactive, flexible approach to learning they afforded. The blended strategy provided an opportunity for students to develop intrinsic motivation to learn statistics, completing a range of activities to develop competence with autonomy. Social support from peer-networks and tutor feedback during face-to-face sessions facilitated deeper learning. These findings are timely, given increases in online teaching resulting from changing higher education landscapes and the COVID-19 pandemic. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01