Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff
Instructors for mathematical and statistical courses generally feel that it is quite impossible to have an effective teaching and learning process if the blended learning teaching style were to be adopted. The traditional teaching instruction of ‘chalk and talk’ still has many proponents. To find ou...
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my.uitm.ir.596022022-05-15T14:36:05Z https://ir.uitm.edu.my/id/eprint/59602/ Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff Yusoff, Rohana Md Noh, Nur Hidayah Yusoff, Sarah Instructors for mathematical and statistical courses generally feel that it is quite impossible to have an effective teaching and learning process if the blended learning teaching style were to be adopted. The traditional teaching instruction of ‘chalk and talk’ still has many proponents. To find out the truth of this conjecture, we experimented with 298 students who had enrolled for Introduction to Statistics course at a public university in Malaysia. We had enrolled the course as Blended Learning with the Institute of Learning and Quality Management (ILQAM) at the beginning of the semester (May-October 2014). A video power point for each chapter of the course syllabus was developed and a detailed blended learning scheme of work was outlined to the students. Students were assessed using online quizzes, written quizzes, written tests, and final examination. Two hours of the total four contact hours per week was allocated to students’ Self-Learning while the other two hours was allocated to Assisted-Learning sessions. UPENA 2015 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/59602/1/59602.pdf (2015) Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff. International Journal on E-Learning and Higher Education (IJELHE), 3 (4). pp. 51-72. ISSN 1985-8620 |
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Instructors for mathematical and statistical courses generally feel that it is quite impossible to have an effective teaching and learning process if the blended learning teaching style were to be adopted. The traditional teaching instruction of ‘chalk and talk’ still has many proponents. To find out the truth of this conjecture, we experimented with 298 students who had enrolled for Introduction to Statistics course at a public university in Malaysia. We had enrolled the course as Blended Learning with the Institute of Learning and Quality Management (ILQAM) at the beginning of the semester (May-October 2014). A video power point for each chapter of the course syllabus was developed and a detailed blended learning scheme of work was outlined to the students. Students were assessed using online quizzes, written quizzes, written tests, and final examination. Two hours of the total four contact hours per week was allocated to students’ Self-Learning while the other two hours was allocated to Assisted-Learning sessions. |
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Yusoff, Rohana Md Noh, Nur Hidayah Yusoff, Sarah |
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Yusoff, Rohana Md Noh, Nur Hidayah Yusoff, Sarah Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff |
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Yusoff, Rohana Md Noh, Nur Hidayah Yusoff, Sarah |
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Yusoff, Rohana |
title |
Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff |
title_short |
Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff |
title_full |
Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff |
title_fullStr |
Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff |
title_full_unstemmed |
Blended learning module for a course in statistics / Rohana Yusoff, Nur Hidayah Md Noh, Sarah Yusoff |
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blended learning module for a course in statistics / rohana yusoff, nur hidayah md noh, sarah yusoff |
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UPENA |
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2015 |
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https://ir.uitm.edu.my/id/eprint/59602/1/59602.pdf https://ir.uitm.edu.my/id/eprint/59602/ |
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