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Evaluation of the learning objects in a largely online postgraduate teaching program: effects of learning style. (English)
MacGillivray, Helen (ed.) et al., Topics from Australian conferences on teaching statistics. OZCOTS 2008‒2012. New York, NY: Springer (ISBN 978-1-4939-0602-4/hbk; 978-1-4939-0603-1/ebook). Springer Proceedings in Mathematics \& Statistics 81, 387-395 (2014).
Summary: One of the challenges of providing an online course is the development, maintenance and evaluation of teaching resources provided for students. The purpose of this study is to evaluate, on the basis of student preferences, the diverse learning resources provided in a postgraduate course of Applied Statistics, taught predominately in an online mode, and to explore how students’ learning styles impact the evaluation of these resources. In a survey of 57 students 74 \% selected more than one preferred learning style, with the “doing" (75 \%) learning style being most favoured in comparison to reading (63 \%), looking/watching (42 \%) and hearing (37 \%). While online tutorials, face to face class, assignments and quizzes were helpful to students across all learning styles, those students who preferred to learn by “doing" or “looking/watching" attached greater importance to the prescribed text/notes while those who learn by “looking/watching" also found lecture recordings and practice exams particularly helpful. This paper discusses how information about students’ learning styles and preferences for resources can assist in the prioritisation of resource development.
Classification: K45 K75 K85 U55 C35
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