Dual mode delivery in an introductory statistics course

design and evaluation

Tommy Soesmanto*, Suzanne Bonner

*Corresponding author for this work

Research output: Contribution to journalArticle

5 Downloads (Pure)

Abstract

In recent years, the Australian tertiary education sector embraced the gradual adaption of the dual mode system in course delivery in universities and higher degree education providers. In such systems, students have the option, as well as the flexibility, to undertake the same course in a face-to-face (F2F) environment and/or an online environment. This article presents an evaluation of the dual mode design of a first-year business statistics course delivered at the Griffith University. In this article, we discuss the various aspects of the dual mode design in the course, emphasizing the use of consistent teaching strategies for the F2F and online student cohorts. Moreover, we present a comparative analysis of learning satisfaction and academic performance of the two cohorts within the dual mode system. Using t-tests, nonparametric tests, and propensity score matching estimators we provide new insights into dual mode course design. Our results suggest no significant difference in student experiences and outcomes. Discussion and analysis presented in this article is useful as feedback for further improvement in teaching strategies in the delivery of dual mode courses.

Original languageEnglish
Pages (from-to)90-98
Number of pages9
JournalJournal of Statistics Education
Volume27
Issue number2
DOIs
Publication statusPublished - Jun 2019
Externally publishedYes

Bibliographical note

Copyright 2019 The Authors. Published with License by Taylor & Francis Group, LLC. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • Academic performance
  • Dual mode
  • Learning satisfaction

Fingerprint Dive into the research topics of 'Dual mode delivery in an introductory statistics course: design and evaluation'. Together they form a unique fingerprint.

  • Cite this