Design, Development, and Evaluation of an Online Statistics Course for Educational Technology Doctoral Students: a Desig
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Design, Development, and Evaluation of an Online Statistics Course for Educational Technology Doctoral Students: a Design and Development Case Albert D. Ritzhaupt 1 & Natercia Valle 1 & Max Sommer 1 Accepted: 10 November 2020 / Published online: 19 November 2020 # Association for Educational Communications & Technology 2020
Abstract The purpose of this design and development case is to document the design, development, and evaluation of a statistics course tailored for educational technology doctoral students in an online program. The course is intended to prepare online doctoral students to both consume and produce quantitative research in the field of educational technology using relevant and authentic learning experiences. This paper first outlined the course features used to engage students in the learning materials. Twenty doctoral students enrolled in this online statistics course provided relevant data on three occasions (pre-, mid-, and post-surveys) during a 16-week academic semester. Drawing from both quantitative and qualitative data sources, this paper demonstrates that the use of authentic and relevant datasets based on peer-reviewed publications from the field of educational technology coupled with engaging practice assignments, designed for students to exercise the use of various statistical techniques using SPSS, was a successful strategy. Students found learning about analysis of covariance (ANCOVA) along with factorial and repeated measures analysis of variance (ANOVA) in the same module overwhelming. Results showed that students’ level of statistics anxiety significantly decreased in three key areas. The discussion provides interpretations of the findings as well as our lessons learned. Keywords Online . Statistics course . Educational technology . Doctoral students
Introduction Perceived as a difficult subject to study by many graduate students (Onwuegbuzie 2004), statistics courses continue to be a required component in many graduate programs in the social sciences (Thompson et al. 2019), increasing the demand for introductory and advanced statistics courses in both online and face-to-face formats (DeVaney 2010; Songsore and White 2018). Despite the growing interest in statistics courses to support learners’ development of quantitative skills and critical thinking to deal with professional demands and everyday challenges (Songsore and White 2018), there is little understanding on how the teaching and learning of statistics can be targeted to specific learner populations (e.g., graduate students in educational technology), especially in online learning environments.
* Albert D. Ritzhaupt [email protected] 1
School of Teaching and Learning, College of Education, University of Florida, 2423 Norman Hall, PO BOX 117048, Gainesville, FL 32611, USA
Online statistics courses are not a new innovation to the academy (Mills and Raju 2011); however, with the increase in online courses and programs (Seaman et al. 2018), the necessity to share experiences about teaching online statistics courses to tar
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