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dc.contributor.authorNeumann, DL
dc.contributor.authorPower, G
dc.contributor.authorHood, M
dc.contributor.authorMurphy, K
dc.contributor.authorNeumann, MM
dc.contributor.editorJones B.R.
dc.date.accessioned2018-04-20T00:41:16Z
dc.date.available2018-04-20T00:41:16Z
dc.date.issued2015
dc.identifier.isbn9781634820837
dc.identifier.urihttp://hdl.handle.net/10072/141636
dc.description.abstractThe teaching of statistics at university is challenging because many students have negative perceptions towards the subject and it requires students to integrate mathematical concepts, the process of statistical inference, and their applications to real world problems. Blended learning approaches have the potential to meet these challenges and facilitate student learning in various ways. This chapter reviews established and emerging practices in blended learning for statistics teaching at university. Various blended learning approaches including wikis, vodcasts, dynamic collation of class responses, discussion boards, blogs, interactive computer-based exercises, on-line tutorials, and social media are reviewed in terms of their methods of application, student perceptions, and effectiveness to enhance student learning outcomes. The future role of blended learning in statistics teaching is also considered in the context of emerging trends in higher education. Recommendations for using blended learning approaches in the statistics curriculum are also made. It is concluded that the most effective blended learning approaches are those that take a student-centred approach, are integrated seamlessly within the curriculum, and make use of technologies that are reliable and user friendly.
dc.description.peerreviewedYes
dc.languageenglish
dc.publisherNova Science
dc.publisher.placeUnited Kingdom
dc.publisher.urihttps://www.novapublishers.com/catalog/product_info.php?products_id=53595
dc.relation.ispartofbooktitleBlended Learning: Student Perceptions, Emerging Practices and Effectivenes
dc.relation.ispartofchapter10
dc.relation.ispartofpagefrom159
dc.relation.ispartofpageto180
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchcode130202
dc.titleBlended Learning Approaches for Statistics Teaching
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
dc.description.versionPost-print
gro.facultyGriffith Health, School of Applied Psychology
gro.rights.copyright© 2015 Nova Science Publishers Inc. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorPower, Garry F.
gro.griffith.authorMurphy, Karen A.
gro.griffith.authorNeumann, David L.
gro.griffith.authorHood, Michelle H.
gro.griffith.authorNeumann, Michelle M.


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