The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning.
The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning.
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开放学习计划：衡量 OLI 统计课程在加速学生学习方面的有效性。
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Candace Thille
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作者：
Marsha C. Lovett;Oded Meyer;Candace Thille
开放学习计划（OLI）是卡内基梅隆大学的一个开放教育资源项目，始于2002年，由威廉和植物群休利特基金会资助。OLI创建基于网络的课程，旨在使学生能够在没有教师的情况下有效地学习。此外，教师经常使用这些课程来支持和补充面对面的课堂教学。我们的评估工作调查了OLI课程在这两种教学模式（独立和混合）中的有效性。本报告记录了2005年秋季、2006年春季和2007年春季进行的几项学习效果研究，这些研究侧重于OLI-统计课程。在2005年秋季和2006年春季的研究中，我们收集了经验数据的OLI统计过程中的独立模式的教学效果，相比传统的教学。在这两项研究中，课堂考试成绩显示，学生在独立的OLI统计学课程和学生在传统的计算机主导的课程之间没有显着差异。相比之下，在2007年春季的研究中，我们探讨了一个加速学习的假设，即学习者使用混合模式的公开进修学院课程将学习相同数量的材料在一个显着更短的时间内与平等的学习收益，与传统教学的学生相比。在这项研究中，结果表明，OLI统计学的学生在一半的时间内学习了一个完整学期的材料，并且表现得和传统教学的学生一样好或更好。编辑：Stephen Godwin（英国开放大学）。审稿人：Tim de Jong（荷兰开放大学），Elia Tomadaki（英国开放大学）和Stephen Godwin（英国开放大学）。交互式元素：可以从http://jime.open.ac.uk/2008/14/stattutor_tour/上播放StatTutor统计教程的演示。演示是Flash格式的。http://jime.open.ac.uk/2008/14/stattutor_tour/
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/