Authors:
Natalya Koehler
1
;
Ana-Paula Correia
2
;
Nimet Alpay
1
and
Carolyn LeVally
1
Affiliations:
1
Franklin University, United States
;
2
Ohio State University, United States
Keyword(s):
Formative Evaluation, Multimedia, Statistics.
Related
Ontology
Subjects/Areas/Topics:
Authoring Tools and Content Development
;
Computer-Supported Education
;
e-Learning
;
e-Learning Hardware and Software
;
e-Learning Success Cases
;
Information Technologies Supporting Learning
;
Synchronous and Asynchronous Learning
Abstract:
Tailoring information to the needs of the learner is an important strategy in teaching complex concepts. Web based
learning modules informed by multimedia theory for teaching declarative and procedural knowledge
(statistical terminology, concepts, and procedures) were introduced to a mathematics course designed to teach
undergraduate students. The formative evaluation of these modules was conducted over a period of two
trimesters (August to December 2015 and January to April 2016) with a total of 187 students and six
instructors. Students’ perceptions on the modules’ usability features (e.g., pace of audio presentations, ease
of navigation, and layout) as well as on cognitive support and effectiveness of the modules were analyzed.
Students and instructors’ reflections on their experiences with the modules were also gathered and analyzed.
Both set of participants were overwhelmingly positive about their online learning and teaching experiences
of statistics. Suggestions for i
mprovement included having more multimedia lectures, showing more examples
as well as calculator tutorials, and asking more comprehension questions in the modules.
(More)