In the teaching of introductory statistics, the Maastricht University uses a blended learning environment that allows students to attune their use of available learning tools to personal preferences. The blended learning environment consists of small-group tutorials designed according to problem-based learning principles, a sequence of overview lectures and seminars, independent learning based on learning goals set in tutorial sessions, and an electronic learning environment: the adaptive e-tutorial ALEKS. Participation in tutorial sessions is required; the usage of other components can be set according to individual preferences. In this contribution, we will focus on student background characteristics that influence the intensity of the use of the e-tool, using data of 3000 students. We conclude that the adaptive e-tutorial not only supports students with weaker statistical background, but also less academically prepared students.
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