Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics
Australasian Journal of Educational Technology Volume 27, Number 2, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.
Neumann, D., Neumann, M., Hood, M. & Hood, M. (2011). Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics. Australasian Journal of Educational Technology, 27(2),. Australasian Society for Computers in Learning in Tertiary Education.
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Guolin Lai & Douglas Williams, University of Louisiana, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1954–1959
Michelle Hood, Griffith University
Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)
Joseph Defazio, Indiana University Purdue University Indianapolis - IUPUI, United States; Jay Hardin & Joan Savage, IUPUI, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2510–2514
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