Abstract

The current study was designed to examine the delivery of a graduate course in statistics via distance education compared to the same course offered in its standard lecture format. The sample for this study consisted of two separate groups of graduate students: The Group T (the traditional group) consisted of 80 students and the Group D (the distance education group) consisting of 41 students. A survey instrument was administered that collected self-reported attitudinal data from the participants, as well as behaviors that may have been related to success in the course (i.e., forming study group, completing the homework assignments). Results clearly indicate that a DE course can be judged equivalent to the traditional format in both knowledge gained and attitudes about the course. Additionally, successful experiences with DE courses may dramatically increase student acceptance of DE, as indicated in the dramatic difference in the response to taking future DE courses between the two groups, while maintaining instructional effectiveness as measured by final grades and student attitudes as measured by the self-efficacy and attitudinal scales. (Contains 1 note.)

Citation

Brown, S.W. & Kulikowich, J.M. (2004). Teaching Statistics from a Distance: What Have We Learned?. International Journal of Instructional Media, 31(1),. Retrieved August 14, 2024 from https://www.learntechlib.org/p/63295/.

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Keywords

• Comparative Analysis
• distance education
• Grades (Scholastic)
• Graduate students
• Graduate Study
• Instructional Effectiveness
• Lecture Method
• Mathematics Instruction
• Statistics
• student attitudes
• Surveys
• teaching methods