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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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Presentation on theme: "Statistics Online T. Bartos & Dr. G. Ströhlein Statistics Online Effect & process evaluation of an integrated learning environment."— Presentation transcript:

1 Statistics Online T. Bartos & Dr. G. Ströhlein Statistics Online Effect & process evaluation of an integrated learning environment

2 Statistics Online T. Bartos & Dr. G. Ströhlein Overview  selection of results  design of the study  concept of the learning environment

3 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

4 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

5 Statistics Online T. Bartos & Dr. G. Ströhlein

6 Statistics Online T. Bartos & Dr. G. Ströhlein

7 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

8 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, …

9 Statistics Online T. Bartos & Dr. G. Ströhlein Selected results

10 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%

11 Statistics Online T. Bartos & Dr. G. Ströhlein Scores in final test were significantly higher in PG vs. CG % 20% 30% test score in quartils Comparison Group Participan ts

12 Statistics Online T. Bartos & Dr. G. Ströhlein Scores in final test (subgroups of PG) ns * ** Course N = PGs ILS N = 26 CSCL N = test score * p <.05 ** p <.01

13 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 Course N = 17 PGs ILS N = 26 CSCL N = 34 transfer tasks *

14 Statistics Online T. Bartos & Dr. G. Ströhlein Fun and estimated usefulness of learning with study course N = 65

15 Statistics Online T. Bartos & Dr. G. Ströhlein Fun and estimated usefulness of learning with the ILS N = 65

16 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;

17 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.

18 Statistics Online T. Bartos & Dr. G. Ströhlein Essentials Interactive learning environments are more efficient in combination with elements of cooperative learning.

19 Statistics Online T. Bartos & Dr. G. Ströhlein Links and downloads


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