Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 147-157 |
| Seitenumfang | 11 |
| Fachzeitschrift | Psychology Learning and Teaching |
| Jahrgang | 14 |
| Ausgabenummer | 2 |
| Publikationsstatus | Veröffentlicht - 1 Feb. 2015 |
| Extern publiziert | Ja |
Abstract
Lecturers teaching statistics are faced with several challenges supporting students’ learning in appropriate ways. A variety of methods and tools exist to facilitate students’ learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students to master the course content and to provide the lecturer with continuous feedback about the students’ difficulties and deficits. The aims of online questionnaires supporting teaching and learning of statistics are compared to aims of other computer-based and non-computerized methods and tools. Additionally, data from a first evaluation of the questionnaires is presented. In a first year psychology student’s statistics course (bachelor program), students were offered the possibility of filling in an online questionnaire every time a specific theme had been taught. Out of the 126 first year students there were 28 who answered the online questionnaires regularly and 12 answered them sometimes. Those who answered the online questionnaires assessed them as helpful for their understanding of the course’s content. The lecturer judged the online questionnaires as particular helpful for improving teaching and assessing performance deficits.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Allgemeine Psychologie
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in: Psychology Learning and Teaching, Jahrgang 14, Nr. 2, 01.02.2015, S. 147-157.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
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TY - JOUR
T1 - “Dear fresher…”–how online questionnaires can improve learning and teaching statistics
AU - Bebermeier, Sarah
AU - Nussbeck, Fridtjof W.
AU - Ontrup, Greta
N1 - Publisher Copyright: © The Author(s) 2015.
PY - 2015/2/1
Y1 - 2015/2/1
N2 - Lecturers teaching statistics are faced with several challenges supporting students’ learning in appropriate ways. A variety of methods and tools exist to facilitate students’ learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students to master the course content and to provide the lecturer with continuous feedback about the students’ difficulties and deficits. The aims of online questionnaires supporting teaching and learning of statistics are compared to aims of other computer-based and non-computerized methods and tools. Additionally, data from a first evaluation of the questionnaires is presented. In a first year psychology student’s statistics course (bachelor program), students were offered the possibility of filling in an online questionnaire every time a specific theme had been taught. Out of the 126 first year students there were 28 who answered the online questionnaires regularly and 12 answered them sometimes. Those who answered the online questionnaires assessed them as helpful for their understanding of the course’s content. The lecturer judged the online questionnaires as particular helpful for improving teaching and assessing performance deficits.
AB - Lecturers teaching statistics are faced with several challenges supporting students’ learning in appropriate ways. A variety of methods and tools exist to facilitate students’ learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students to master the course content and to provide the lecturer with continuous feedback about the students’ difficulties and deficits. The aims of online questionnaires supporting teaching and learning of statistics are compared to aims of other computer-based and non-computerized methods and tools. Additionally, data from a first evaluation of the questionnaires is presented. In a first year psychology student’s statistics course (bachelor program), students were offered the possibility of filling in an online questionnaire every time a specific theme had been taught. Out of the 126 first year students there were 28 who answered the online questionnaires regularly and 12 answered them sometimes. Those who answered the online questionnaires assessed them as helpful for their understanding of the course’s content. The lecturer judged the online questionnaires as particular helpful for improving teaching and assessing performance deficits.
KW - Computer-based learning tools
KW - Online questionnaires
UR - http://www.scopus.com/inward/record.url?scp=84943145415&partnerID=8YFLogxK
U2 - 10.1177/1475725715578563
DO - 10.1177/1475725715578563
M3 - Article
AN - SCOPUS:84943145415
VL - 14
SP - 147
EP - 157
JO - Psychology Learning and Teaching
JF - Psychology Learning and Teaching
SN - 1475-7257
IS - 2
ER -