Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation
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| Publicado en: | Educational Process: International Journal vol. 14 (2025), p. e2025086 |
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| Autor principal: | |
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| Publicado: |
UNIVERSITEPARK Limited
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3206873625 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2147-0901 | ||
| 035 | |a 3206873625 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1466665 | ||
| 100 | 1 | |a Alvarez, Joel | |
| 245 | 1 | |a Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation | |
| 260 | |b UNIVERSITEPARK Limited |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Philippines | |
| 653 | |a Foreign Countries | ||
| 653 | |a Undergraduate Students | ||
| 653 | |a College Faculty | ||
| 653 | |a Statistics Education | ||
| 653 | |a MOOCs | ||
| 653 | |a Online Courses | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Instructional Development | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Program Validation | ||
| 653 | |a Teacher Attitudes | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a Transformative Learning | ||
| 653 | |a Educational Change | ||
| 653 | |a Technology Integration | ||
| 700 | 1 | |a Sheena Mai A. Galman | |
| 773 | 0 | |t Educational Process: International Journal |g vol. 14 (2025), p. e2025086 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206873625/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1466665 |