Seminario: Development and Evaluation of an Internet-Based Tutorial Module (i-TModule) For Statistics Learning Among Postgraduate Students
El día miércoles 26 de abril, Farzaneh Saadati de Centro de Investigación Avanzada en Educación de la Universidad de Chile presentará el seminario “Development and Evaluation of an Internet-Based Tutorial Module (i-TModule) For Statistics Learning Among Postgraduate Students”.
Because students’ ability to use statistics, which is mathematical in nature, is one of the concerns of instructors embedding within an e-learning system the pedagogical characteristics of learning is ‘value added’. It could facilitate the traditional method of learning mathematics which is usually a teacher-centered. Nowadays, many different types of online learning platform and Learning Management Systems, LMSs, (such as Moodle) are used in the teaching and learning process especially in universities, but there is a lack of innovation to adopt effective instructional approaches on these learning platforms.
In this talk, I am going to illustrate the development phase of an Internet-based tutorial module (i- TModule) which is designed based on a known constructivism learning approach. This module has utilized a LMS to develop the tutoring environment with adding: a) the use of the Internet-based resources in varying formats (video, text, animation, charts, etc), b) offering the learning activities and interaction during “odd hours” c) Subsequent instructional contents and activities based on Cognitive Apprenticeship Model, CAM, according to individual needs, and d) monitoring and assessing of individual problem-solving skills, online behavior, and reaction during the delivery of the designed instruction. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace and face-to-face learning. However, in this study, it is considered to add this model in a virtual place within a community of novices and experts, online learning through observation, modelling and then practice plus coaching.
In the next phase, the implementation and results of evaluation will be parented. As a short, you will see, how in compared to the traditional learning model, the CAM could significantly promote students’ problem-solving performance. In addition, the combination of the differences in students’ test scores were considered to be statistically significant after controlling for the pre-test scores. The findings are confirmed the considerable value of i-TModule in the improvement of statistics learning for non-specialized postgraduate students.