statistics online effect & process evaluation of an integrated learning environment

Statistics OnlineT. Bartos & Dr. G. Ströhlein

Statistics OnlineStatistics OnlineEffect & process evaluation of an Effect & process evaluation of an

integrated learning environmentintegrated learning environment


Overview

selection of results

design of the study

concept of the learning environment


Starting point

integrated learning environment (ILS)

variety of online applications high degree of standardization

concerning

concepts & methods in statistics

study course & tutor marked assignments


Components of Statistics Online

ILS

text of the study course (concerning statistics) interactive exercises (partly graphic

based) glossary (in german &

english)

CSCL via BSCW


Evaluation design (sequence)

media-mix offered FINAL TESTConventional Learning and PreprarationCG

PRETEST

3 months

PGCourse

ILS CSCL


Design (variables)

dep. V media use

ind. V score in final test

interv. V pre-knowledge in statistics computer literacy

ability of selfregulation study motivation attitude towards statistical methods attitude towards computers time spent overall and media speciffic time slice

age gender learning conditions (e.g. computer equipment, disturbances, …


Selected results


Drop out ratio in the CG was about 4 times higher than in PG

signed up for final test207 students

participants of evaluation98 students

comparison group109 students

final exams76 students

37%

drop out22 students

10%

final exams61 students

29%

drop out48 students

23%


Scores in final test were significantly higher in PG vs. CG

1 2 3 4

10%

20%

30%

test score in quartils

Comparison Group

Participants


Scores in final test (subgroups of PG)

ns *

**

Course N = 17

20

80

120

PGs

ILS N = 26

CSCLN = 34

40

60

100

test score

* p < .05

** p < .01


ns *ns ns

ns

Analysis on different levels of educational objectives

Course N = 17

PGs

ILS N = 26

CSCLN = 34

recall tasks

10

12

14

16

18

Course N = 17

PGs

ILS N = 26

CSCLN = 34

transfer tasks

10

12

14

16

18

*


Fun and estimated usefulness of learning with study course

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

5

135791113151719212325272931333537394143454749515355

days to final test

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

5

135791113151719212325272931333537394143454749515355

days to final test

N = 65


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

5

135791113151719212325272931333537394143454749515355

days to final test

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

5

135791113151719212325272931333537394143454749515355

days to final test

Fun and estimated usefulness of learning with the ILS

N = 65


Summary of results

the trend over the oberseved period of time concerning the related

„fun“ learning with the ILS is positive (no news-effect)

intervening variables did not show any effects (over all learning time, computer literacy, study motivation, etc.)

score in the final test was significantly higher in PG vs. CG

course dropout in the CG was about 4 times higher than in PG;


Limits of our Evaluation

generalisability of results should be proved within other contexts;

general problems of measuring ‚added value‘ of neo-constructivistic learning by a conventional final test with multiple-choice and open answers;

limits of measuring all important factors influencing score in the final test.


Essentials

Interactive learning environments are

more efficient in combination with

elements of cooperative learning.


Links and downloads

www.ao-psychologie.de

statistics online effect & process evaluation of an integrated learning environment

Documents