Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation
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| Title: | Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation |
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| Language: | English |
| Authors: | Joel Alvarez (ORCID |
| Source: | Educational Process: International Journal. Article e2025086 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Philippines |
| ISSN: | 2147-0901 2564-8020 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466665 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2147-0901 2564-8020 |
