The effects of cooperative learning and feedback on e-learning in statistics

Krause, Ulrike-Marie; Stark, Robin; Mandl, Heinz

doi:10.1016/j.learninstruc.2008.03.003

Cited by 151 publications

(125 citation statements)

References 40 publications

Supporting

Mentioning

103

Contrasting

Unclassified

Order By: Relevance

“…Previous researchers have found that CL is useful in a traditional statistics classroom (Garfield, 1993;Garfield, 2013); however, Krause, Stark, and Mandl (2009) suggest that using CL in an eLearning environment does not generate good learning outcomes in statistics education. Nevertheless, in a recent study, Garfield (2013) restated that well-designed CL enhances students' communication, teamwork, and problem-solving skills, whether in class, outside class, or even in online classes.…”

Section: Using Cooperative Learning In Statistics Educationmentioning

confidence: 94%

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Chen

2015

AJET

View full text Add to dashboard Cite

Statistics has been recognised as one of the most anxiety-provoking subjects to learn in the higher education context. Educators have continuously endeavoured to find ways to integrate digital technologies and innovative pedagogies in the classroom to eliminate the fear of statistics. The purpose of this study is to systematically identify students' perspective of using cooperative learning in a flipped statistics classroom by utilising Q-methodology, which is a combination of qualitative and quantitative research methods. Forty-five students who had participated in a 16 week course were interviewed and asked to rank 30 statements according to their relative importance. Three distinctly different factors that represented groups of participants with similar views were extracted. All groups identified cooperative learning as an effective instructional strategy in flipped classrooms. It is concluded that students' concerns were reflected in these multiple perspectives; therefore, individual levels of support should be provided.

show abstract

Section: Using Cooperative Learning In Statistics Educationmentioning

confidence: 94%

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Chen

2015

AJET

View full text Add to dashboard Cite

show abstract

“…Although most research has shown that collaborative groups outperform individuals during the learning task itself, this benefit does not always carry over to later individual memory performance (Krause, Stark, & Mandl, 2009;Laughlin & Sweeney, 1977). During learning, for example, groups consistently created more detailed and higher quality concept maps (a schematic diagram of the interrelationships among concepts and ideas; Kwon & Cifuentes, 2009) than did individuals.…”

mentioning

confidence: 99%

When two is too many: Collaborative encoding impairs memory

2010

View full text Add to dashboard Cite

“…Examples of use of these kinds of units can be found in Krause et al [43], minutes, Metz [45], hours, or Ely et al [35], days. There are also approaches which do not directly use these units, but units based on them.…”

Section: Which Kinds Of Units Are Used For This Operationalisation Ofmentioning

confidence: 99%

Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Barberà

Clarà

2012

ISRN Education

View full text Add to dashboard Cite

Time has been argued by several influential approaches as essential for understanding learning and teaching processes. In elearning, however, the traditional time limits of such processes are modified, which implies challenges and possibilities for elearning research. This paper is aimed at understanding how time is included in empirical e-learning research literature. With this aim in mind, the paper presents a qualitative review of 24 e-learning papers. Five issues are analysed: the conception of time, its inclusion in an explicative model, its inclusion in the research process, the analytical units, and the data used in the study of time. Based on our analysis, we discuss some implications and potentialities for e-learning research on the relations between time and learning.

show abstract

The effects of cooperative learning and feedback on e-learning in statistics

Cited by 151 publications

References 40 publications

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Students’ perspectives of using cooperative learning in a flipped statistics classroom

When two is too many: Collaborative encoding impairs memory

Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Contact Info

Product

Resources

About