{"title":"EVALUATING THE IMPACT OF WORKED EXAMPLE VIDEOS FOR BLENDED LEARNING IN A LARGE-ENROLMENT BUSINESS STATISTICS COURSE","authors":"S. Dart","doi":"10.52041/serj.v21i1.93","DOIUrl":null,"url":null,"abstract":"Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning approach for enhancing an introductory business statistics course taken by 2265 students over three semesters. Impact was evaluated with video usage, academic performance, and student survey data. Students heavily utilised worked example videos before assessment deadlines, frequently employing active learning strategies during their engagements. Improvements in academic performance and course satisfaction were observed compared to previous cohorts. This demonstrates worked example videos are well-suited to large-enrolment courses due to their highly scalable capacity to deliver timely support for learning, which individuals can tailor to their diverse needs.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v21i1.93","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning approach for enhancing an introductory business statistics course taken by 2265 students over three semesters. Impact was evaluated with video usage, academic performance, and student survey data. Students heavily utilised worked example videos before assessment deadlines, frequently employing active learning strategies during their engagements. Improvements in academic performance and course satisfaction were observed compared to previous cohorts. This demonstrates worked example videos are well-suited to large-enrolment courses due to their highly scalable capacity to deliver timely support for learning, which individuals can tailor to their diverse needs.
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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