Evaluating two models of collaborative tests in an online introductory statistics course

Audbjörg Björnsdóttir, Joan Garfield, Michelle Everson

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students' learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is the effect of using consensus and non-consensus collaborative tests on students' attitudes towards statistics?, and (3) How does using a required consensus vs. a non-consensus approach on collaborative tests affect group discussions? Qualitative and quantitative methods were used for data analysis. While no significant difference was found between groups using the two collaborative testing formats, there was a noticeable increase in students' attitudes across both formats towards learning statistics. This supports prior research on the benefits of using collaborative tests in face-to-face courses.

Original languageEnglish (US)
Pages (from-to)36-59
Number of pages24
JournalStatistics Education Research Journal
Volume14
Issue number1
StatePublished - Jan 1 2015

Keywords

  • Cooperative learning
  • Online learning
  • Statistics education research

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