在线教学统计:比较基于能力和传统的学习方式
Dawn L Denny1, Glenda Lindseth1, Thomas Petros1
1430 Oxford St, Stop 9025, University of North Dakota, Grand Forks, ND 58202-9025.
概括
基于能力的在线课程和传统的统计课程都提高了学生的知识和信心. 基于能力的学习提供了灵活性,允许学生以自己的节奏掌握内容.
科学领域:
- 卫生科学 卫生科学 卫生科学
- 教育教育教育教育教育教育.
背景情况:
- 医疗保健领域的本科生需要统计能力来解释研究.
- 学生经常经历焦虑学习统计,影响他们的学业进步.
- 这项研究的重点是护理和相关领域的跨学科本科生.
研究的目的:
- 为了比较在线基于能力和传统学习统计学课程之间的统计知识和自我有效性.
- 评估不同学习模式对本科生统计技能的影响.
- 为了确定统计学入门课程学习成果的差异.
主要方法:
- 一项描述性研究,比较测试前和测试后的分数.
- 参与者包括来自中西部大学的20名本科生.
- 使用CSSE和SELS等标准化仪器测量统计知识和自我有效性.
主要成果:
- 在测试假设,中心趋势和研究设计方面观察到统计知识的显著改善.
- 基于能力和传统学习组之间的平均分数没有显著的整体差异.
- 这两种学习方法都导致了当前统计自主效率 (CSSE) 和自主效率学习统计 (SELS) 评分的显著改善.
结论:
- 基于能力的在线学习和传统的学习都有效地提高了本科生的统计知识和自我效能.
- 在线基于能力的学习提供了灵活性,使学生能够通过重复的内容参与来实现掌握.
- 这些发现支持了统计学教育中的多样化学习方法对以医疗为重点的学生的有效性.
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