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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
Language: English
Authors: Joel Alvarez (ORCID 0000-0002-2774-614X), Sheena Mai A. Galman (ORCID 0000-0002-5044-4668)
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
FullText Text:
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  Data: 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/
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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    Languages:
      – Text: English
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        PageCount: 22
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Statistics Education
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      – SubjectFull: MOOCs
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      – SubjectFull: Online Courses
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Instructional Development
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Program Validation
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Educational Change
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      – SubjectFull: Technology Integration
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      – SubjectFull: Philippines
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      – TitleFull: Massive Open Online Course in Elementary Statistics: From Analysis to Evaluation
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