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Enhancing Online Teaching of Business Statistics: A Pedagogy before Technology Approach

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Title: Enhancing Online Teaching of Business Statistics: A Pedagogy before Technology Approach
Language: English
Authors: Bopelo Boitshwarelo, Maneka Jayasinghe
Source: International Review of Research in Open and Distributed Learning. 2024 25(1):240-254.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Alignment (Education), Business Education, Electronic Learning, Teaching Methods, Statistics Education, Difficulty Level, Instructional Improvement, Undergraduate Students, Learning Experience, Instructional Effectiveness, Teacher Student Relationship, Intervention, Problem Solving
Geographic Terms: Australia
ISSN: 1492-3831
Abstract: Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419365
Database: ERIC
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  Data: Enhancing Online Teaching of Business Statistics: A Pedagogy before Technology Approach
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  Data: <searchLink fieldCode="AR" term="%22Bopelo+Boitshwarelo%22">Bopelo Boitshwarelo</searchLink><br /><searchLink fieldCode="AR" term="%22Maneka+Jayasinghe%22">Maneka Jayasinghe</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2024 25(1):240-254.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.
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      – Text: English
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        PageCount: 15
        StartPage: 240
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Business Education
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Statistics Education
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Intervention
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      – SubjectFull: Problem Solving
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      – SubjectFull: Australia
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      – TitleFull: Enhancing Online Teaching of Business Statistics: A Pedagogy before Technology Approach
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