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Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation

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Pubblicato in:Educational Process: International Journal vol. 14 (2025), p. e2025086
Autore principale: Alvarez, Joel
Altri autori: Sheena Mai A. Galman
Pubblicazione:
UNIVERSITEPARK Limited
Soggetti:
Philippines
Foreign Countries
Undergraduate Students
College Faculty
Statistics Education
MOOCs
Online Courses
Computer Assisted Instruction
Instructional Development
Instructional Effectiveness
Program Validation
Teacher Attitudes
Student Attitudes
Mathematical Concepts
Transformative Learning
Educational Change
Technology Integration
Accesso online:Citation/Abstract
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Abstract:Background/purpose: This study aims to develop and validate a Massive Open Online Course (MOOC) in Elementary Statistics (ES) following the ADDIE Model of Instructional Development. Materials/methods: Employing a descriptive-developmental research design, anchored on different MOOC development policies and guidelines and aligned to Philippine Professional Standards for Teachers, the MOOC-ES was crafted in collaboration with Mathematics and MOOC experts, alongside participation from Mathematics teachers and first-year BSEd Mathematics students. Each meticulously crafted unit within the MOOC-ES framework comprises essential components: Introduction, Course Outcomes, Learning Competencies, Pre-Assessment, Discussion, Discussion Forum, Activity, and Generalization. Results: The design and content of the MOOC-ES garnered commendable feedback, with assessments indicating a classification of 'very good'. Mathematics educators lauded the utilization of the MOOC-ES as an innovative pedagogical tool for disseminating Mathematics content. Moreover, first-year BSEd Mathematics students expressed satisfaction with the MOOC-ES, highlighting its efficacy in elucidating Elementary Statistics concepts. The interactive nature of the material was well-received, resonating with their learning preferences amidst the prevailing 'new normal' paradigm. Conclusion: The integration of the MOOC-ES into pedagogical practice heralds a transformative stride in the teaching and learning landscape of Elementary Statistics.
ISSN:2147-0901
Fonte:ERIC