Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

Abstract

BackgroundWe introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology.ObjectivesThe main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience.MethodsBoth VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively.ResultsThe effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content–based design outperforms the traditional VLE–based design.

A constructivist approach in a blended e-learning environment for statistics

“…Although not tested in this paper, in other research, we have also shown that PR has an important role and that peer feedback increases the chances to perform well at the exam (Wessa et al, 2011). All these findings empirically validate the, often theoretical, assumption of a more constructivist approach, in which peer interactions are indispensable to create mutual knowledge, despite their lack of expert knowledge.…”

“…Even if an e-learning system is used in both ways, there is still an important relationship between the technological design of the system and the efficiency of the learning process (Wessa et al, 2011).…”

“…In our experience, it is possible to achieve fairly good results by using non-technological techniques such as direct instructor-student interaction, individualized instructor feedback, etc. (Wessa et al, 2011). However, due to external, temporal, physical and monetary constraints, it is not feasible to employ such teaching approaches in undergraduate statistics education with large student populations.…”

“…In sum, all calculations are performed within the R framework, and contained in a reproducible document (compendium). The compendia are stored in the repository of the CP (see Wessa et al, 2011 for more details). Creating, and reproducing computations contained in a reproducible document does not require any technical skills.…”

“…The PR technology that we developed is unique because it can be seamlessly integrated into other software (Wessa et al, 2011).…”