问学生如何最好地虚拟教授统计学:焦点小组讨论的结果
Katherine Fielder1, Amanda E Krause1, Dan J Miller1
1Department of Psychology, James Cook University, Townsville, QLD, Australia.
Australian journal of psychology
|July 16, 2025
概括
通过优先考虑教师连接和灵活,可访问的内容,可以改善虚拟统计学教育. 这项研究探讨了如何加强心理学学生的在线学习,重点关注参与和知识获取.
科学领域:
- 教育技术的教育技术
- 心理学 教育学 心理学 教学
- 统计学 教育 统计学 教育
背景情况:
- 由于COVID-19的流行,我们必须迅速转向虚拟学习环境.
- 这一转变引发了关于在线教学统计学有效教学策略的关键问题.
- 了解学生的体验对于优化虚拟教育产品至关重要.
研究的目的:
- 评估虚拟统计学学习活动的特征,以增强本科生心理学学生的参与度.
- 评估影响学生对在线统计课程满意度的因素.
- 确定能在虚拟环境中提高学生统计知识的要素.
主要方法:
- 定性研究采用半结构化的焦点小组,共有13名参与者 (21-58岁).
- 用反射主题分析分析了焦点组的成绩单.
- 参与者的人口统计包括64.3%的女性,28.6%的男性和7.1%的性别流动.
主要成果:
- 确定了关键主题:支持外部学生,在线统计学学习的挑战,以及有效的虚拟教学策略.
- 发现优先考虑效率的社会规范往往会减少教师的参与和互动.
- 有效的策略包括可访问的内容,软件访问,有条不的/灵活的交付,及时的教师响应和促进联系.
结论:
- 虚拟统计教育面临着影响参与和学习的独特挑战.
- 建议侧重于课程设计和实施,以更好地支持在线环境中的学生.
- 优先考虑可访问性,灵活性和人类联系对于成功的虚拟统计学教学至关重要.
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