Wise: Web Interface for Statistics Education

Aberson, Christopher L.; Berger, Dale E.; Emerson, Eric P.; Romero, Victoria

doi:10.3758/bf03204814

Cited by 10 publications

(6 citation statements)

References 11 publications

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“…This result is consistent with the literature that shows WBTs are just as effective a learning medium as classroom instruction [14 -19], [26]. More specifically, it confirms that WBTs were effective for learning statistics concepts, similar to studies by Aberson, Berger, Emerson, and Romero [11], [12] and [13]. However, our results were influenced by the uncontrollable confound of students reading the textbook chapter before the WBT exposure.…”

Section: Discussionsupporting

confidence: 93%

“…The research on the effectiveness of WBTs shows that students are satisfied with learning through WBTs [11]- [19]. Belawati [20] found that students" participation in online tutorials improves course completion rates and achievement.…”

Section: Problem Statement and Research Questionsmentioning

confidence: 99%

“…Aberson, Berger, Emerson, and Romero [11,12], and [13] explored the effectiveness of WBTs for statistics concepts. Aberson et al found that students were more satisfied with WBT learning therefore, attempts were made to improve the learning through the design of more WBTs.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of Web-Based Tutorials: Performance on Statistical Concepts

Nere¹,

Fernandez²,

Feldhaus³

et al. 2012

PsycEXTRA Dataset

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This study was designed to examine the effectiveness of Web Based Tutorials (WBTs) and the correlation between students' self-efficacy score for self-regulated learning and their learning performance using WBTs. Participants were graduate students (N = 14) enrolled in a statistics course during a single semester. The results of this study showed that WBTs were effective for learning statistics concepts. However, there was no correlation between students' self efficacy score for self regulated learning and their learning performance using WBTs. Additional investigation showed that the classroom instruction mode was more effective than the WBT.

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Section: Discussionsupporting

confidence: 93%

Section: Problem Statement and Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of Web-Based Tutorials: Performance on Statistical Concepts

Nere¹,

Fernandez²,

Feldhaus³

et al. 2012

PsycEXTRA Dataset

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show abstract

“…The research on the effectiveness of WBTs shows that students are satisfied with learning through WBTs (Aberson, Berger, Emerson, & Romero, 1997Bliwise, 2005;Buzzell, Chamberlain, & Pintauro, 2002;Daeid, 2001;Donovan & Nakhleh, 2007;Michel, 2001;Nedic & Machotka, 2006;Wilson & Harris, 2002;). Belawati (2005) found that students' participation in online tutorials improves course completion rates and achievement.…”

Section: Problem Statementmentioning

confidence: 99%

Study of the Effectiveness of Web-Based Tutorials and the Relationship Between Self Regulated Learning and Learning Performance Using Web-Based Tutorials

Nere¹,

Fernandez²

2010

Proceedings of the 2nd International Conference on Computer Supported Education

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This study was designed to examine the effectiveness of Web Based Tutorials (WBTs) and the correlation between students' self efficacy score for self regulated learning and their learning performance using WBTs. Participants were graduate students (N = 14) enrolled in a statistics course during a single semester. The results of this study showed that WBTs were effective for learning statistics concepts. However, there was no correlation between students' self efficacy score for self regulated learning and their learning performance using WBTs. Additional investigation showed that the classroom instruction mode was more effective than the WBT instruction.

show abstract

“…The design of these tutorials reflects empirically supported learning principles to provide students with the experiences they need to develop a conceptual understanding of statistics. We have previously considered the importance of using constructivist teaching techniques and discovery-based learning (Aberson, Berger, Emerson, & Romero, 1997;Romero, Berger, Aberson, & Healy, 1998). In this paper, we will focus on techniques that support students' self-regulation and awareness of their learning.…”

mentioning

confidence: 99%