Statistics Online Effect & process evaluation of an integrated learning environment

1. Statistics Online Effect & process evaluation of an integrated learning environment

2. Overview  concept of the learning environment  design of the study  selection of results

3. Starting point  study course & tutor marked assignments  variety of online applications  high degree of standardization concerningconcepts & methods in statistics integrated learning environment (ILS)

4. Components of Statistics Online • ILS • text of the study course (concerning statistics) • interactive exercises (partly graphic based) • glossary (in german & english) • CSCL via BSCW

7. FINAL TEST media-mix offered Course PG ILS CSCL CG Conventional Learning and Prepraration Evaluation design (sequence) PRETEST 3 months

8. Design (variables) ind. V score in final test interv. V • age • gender • learning conditions (e.g. computer equipment, disturbances, … • ability of selfregulation • study motivation • attitude towards statistical methods • attitude towards computers • time spent overall and media speciffic time slice • pre-knowledge in statistics • computer literacy dep. V media use

9. Selected results

10. Drop out ratioin the CG was about 4 times higher than in PG

11. 30% Participants Comparison Group 20% 10% 1 2 4 3 test score in quartils Scores in final test were significantly higher in PG vs. CG

12. 120 100 80 test score 60 ns * 40 20 ** Course N = 17 ILS N = 26 CSCL N = 34 PGs Scores in final test (subgroups of PG) * p < .05 ** p < .01

13. recall tasks transfer tasks 18 18 16 16 14 14 12 12 10 * ns ns ns 10 * ns Course N = 17 ILS N = 26 CSCL N = 34 Course N = 17 ILS N = 26 CSCL N = 34 PGs PGs Analysis on different levels of educational objectives

14. Fun and estimated usefulness of learning with study course N = 65

15. Fun and estimated usefulness of learning with the ILS N = 65

16. Summary of results course dropoutin the CG was about 4 times higher than in PG; scorein the final test was significantly higher in PG vs. CG intervening variablesdid not show any effects (over all learning time, computer literacy, study motivation, etc.) the trendover the oberseved period of time concerning the related„fun“ learning with the ILS is positive (no news-effect)

17. 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. Essentials Interactive learning environments are more efficient in combination with elements of cooperative learning.

19. Links and downloads www.ao-psychologie.de