Formative Evaluation of a Web-based Multimedia Intervention to Support Learning of Statistics

摘要

Tailoring information to the needs of the learner is an important strategy in teaching complex concepts. Web-based learning modules informed by multimedia theory for teaching declarative and procedural knowledge (statistical terminology, concepts, and procedures) were introduced to a mathematics course designed to teach undergraduate students. The formative evaluation of these modules was conducted over a period of two trimesters (August to December 2015 and January to April 2016) with a total of 187 students and six instructors. Students' perceptions on the modules' usability features (e.g., pace of audio presentations, ease of navigation, and layout) as well as on cognitive support and effectiveness of the modules were analyzed. Students and instructors' reflections on their experiences with the modules were also gathered and analyzed. Both set of participants were overwhelmingly positive about their online learning and teaching experiences of statistics. Suggestions for improvement included having more multimedia lectures, showing more examples as well as calculator tutorials, and asking more comprehension questions in the modules.