A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited

Abstract

Abstract-Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an elearning development process used to implement time-and locationindependent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students' expectations, has been completed and the outcome is discussed.

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

“…Designing blended learning environments has challenges which include facilitating interaction among students, building connections between the students and their instructor, and fostering an effective learning climate [22]- [24]. Blended learning has the potential to increase the distance between a faculty member and student (a consequence of the reduction in the number of in-person classroom sessions or increased dependence on the blended resources), and it is essential for instructors to find ways to monitor the learning of the students and help them maintain their motivation.…”

Features of the Implementation of Learning Based on Modular Technology in the Corporate Training Center

“…There is no common approach to modular technology today [21,28]; however, there are well-structured and well-proven concepts of learning based on modular technologies. The comparative analysis showed that the concept of the occupational skills model is characterized by the systemic and activity approach, the well-structured terminological apparatus, a clearly defined process of designing modular technologies, and a detailed study of the types of educational and program documentation [33,34]. There is a range of pedagogical technologies that can provide the proper level of training in a corporate training center; however, the concept of the occupational skills model, which can ensure the flexibility of the educational process and an increased quality of the development of professional competencies, meets the goals and requirements of the customer to the greatest extent [17].…”

Predictors of Academic Achievement in Blended Learning: the Case of Data Science Minor

“…Previous educational achievement (GPA) is one of the most influential predictors of a student's academic achievement on a given course [3], [4], because it may reflect both the skills student obtained during previous courses and the intention and motivation to succeed in the future courses [7]. GPA also shows students' level of adaptation to the university's academic culture.…”

“…On the one hand, high market demand makes it easy to attract students from different disciplines [1], including non-STEM disciplines [2]. On the other hand, it makes the student audience extremely heterogeneous in terms of disciplinary background and the level of mathematical preparation [3], complicating the pedagogical design.…”