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  • Dual Mode Delivery in an Introductory Statistics Course: Design and Evaluation

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    Author(s)
    Soesmanto, Tommy
    Bonner, Suzanne
    Griffith University Author(s)
    Soesmanto, Tommy N.
    Bonner, Suzanne M.
    Year published
    2019
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    Abstract
    In recent years, the Australian tertiary education sector embraced the gradual adaption of the dual mode system in course delivery in universities and higher degree education providers. In such systems, students have the option, as well as the flexibility, to undertake the same course in a face-to-face (F2F) environment and/or an online environment. This article presents an evaluation of the dual mode design of a first-year business statistics course delivered at the Griffith University. In this article, we discuss the various aspects of the dual mode design in the course, emphasizing the use of consistent teaching strategies ...
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    In recent years, the Australian tertiary education sector embraced the gradual adaption of the dual mode system in course delivery in universities and higher degree education providers. In such systems, students have the option, as well as the flexibility, to undertake the same course in a face-to-face (F2F) environment and/or an online environment. This article presents an evaluation of the dual mode design of a first-year business statistics course delivered at the Griffith University. In this article, we discuss the various aspects of the dual mode design in the course, emphasizing the use of consistent teaching strategies for the F2F and online student cohorts. Moreover, we present a comparative analysis of learning satisfaction and academic performance of the two cohorts within the dual mode system. Using t-tests, nonparametric tests, and propensity score matching estimators we provide new insights into dual mode course design. Our results suggest no significant difference in student experiences and outcomes. Discussion and analysis presented in this article is useful as feedback for further improvement in teaching strategies in the delivery of dual mode courses.
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    Journal Title
    Journal of Statistics Education
    Volume
    27
    Issue
    2
    DOI
    https://doi.org/10.1080/10691898.2019.1608874
    Copyright Statement
    © 2019 The Authors. Published with License by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Statistics
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/387399
    Collection
    • Journal articles

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