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Statistics Online T. Bartos & Dr. G. Ströhlein Statistics Online Effect & process evaluation of an integrated learning environment
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Statistics Online T. Bartos & Dr. G. Ströhlein Overview selection of results design of the study concept of the learning environment
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Statistics Online T. Bartos & Dr. G. Ströhlein Starting point integrated learning environment (ILS) variety of online applications high degree of standardization concerning concepts & methods in statistics study course & tutor marked assignments
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Statistics Online T. Bartos & Dr. G. Ströhlein Components of Statistics Online ILS text of the study course (concerning statistics) interactive exercises (partly graphic based) glossary (in german & english) CSCL via BSCW
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Statistics Online T. Bartos & Dr. G. Ströhlein
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Statistics Online T. Bartos & Dr. G. Ströhlein
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Statistics Online T. Bartos & Dr. G. Ströhlein Evaluation design (sequence) media-mix offered FINALTESTFINALTEST Conventional Learning and Prepraration CG PRETESTPRETEST 3 months PG Course ILS CSCL
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Statistics Online T. Bartos & Dr. G. Ströhlein 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, …
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Statistics Online T. Bartos & Dr. G. Ströhlein Selected results
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Statistics Online T. Bartos & Dr. G. Ströhlein Drop out ratio in the CG was about 4 times higher than in PG signed up for final test 207 students participants of evaluation 98 students final exams 76 students 37% drop out 22 students 10% comparison group 109 students final exams 61 students 29% drop out 48 students 23%
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Statistics Online T. Bartos & Dr. G. Ströhlein Scores in final test were significantly higher in PG vs. CG 12 3 4 10% 20% 30% test score in quartils Comparison Group Participan ts
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Statistics Online T. Bartos & Dr. G. Ströhlein Scores in final test (subgroups of PG) ns * ** Course N = 17 20 80 120 PGs ILS N = 26 CSCL N = 34 40 60 100 test score * p <.05 ** p <.01
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Statistics Online T. Bartos & Dr. G. Ströhlein ns * Analysis on different levels of educational objectives Course N = 17 PGs ILS N = 26 CSCL N = 34 recall tasks 10 12 14 16 18 Course N = 17 PGs ILS N = 26 CSCL N = 34 transfer tasks 10 12 14 16 18 *
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Statistics Online T. Bartos & Dr. G. Ströhlein Fun and estimated usefulness of learning with study course N = 65
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Statistics Online T. Bartos & Dr. G. Ströhlein Fun and estimated usefulness of learning with the ILS N = 65
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Statistics Online T. Bartos & Dr. G. Ströhlein 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;
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Statistics Online T. Bartos & Dr. G. Ströhlein 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.
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Statistics Online T. Bartos & Dr. G. Ströhlein Essentials Interactive learning environments are more efficient in combination with elements of cooperative learning.
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Statistics Online T. Bartos & Dr. G. Ströhlein Links and downloads www.ao-psychologie.de
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