The Best of Both Worlds: A Hybrid Statistics Course
By Barbara Ward. 2004
103 citations recorded by the source corpus.
This study compares students' performance and attitudes in a hybrid (blend of online and face-to-face) model of Elementary Statistics and a traditional (face-to-face) model of the same course. Performance was measured by test, quiz, project, and final exam grades. Attitude was measured by the results of a course survey administered at the end of the semester. Both models of the course required the same textbook and statistical computer package, were taught by the same instructor, and had similar demographic characteristics such as gender, major, and classification. Significant differences were found in an extra credit grade comprised of points earned on interactive worksheets, and attitudes toward the course. There was no significant difference in students' performance as measured by grades. The value of hybrid courses as a viable option in distance education and their potential benefits to students and the educational institution are discussed.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/d68fe22333654a3b2c86bb8ba88df7e2061182c4
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In Education
In Statistics and Probability
- Dani Ben-Zvi
- Joan Garfield
- A. Zieffler
- S. Alt
- B. Chang
- Kristine Holleque
- Danielle Dupuis
- Jere Confrey
Citations in the corpus
- How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “For example, Utts (2003) and Ward (2004) found no differences in course performance for students in a hybrid versus a traditional course, and concluded that hybrid courses were not resulting in decreased student performance, although Utts noted lower evaluations by students in the hybrid courses.”
- What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature (2008, background): “For example, Utts, Sommer, Acredolo, Maher, and Matthews (2003) and Ward (2004) found no differences in course performance for students in a hybrid versus a traditional course.”