Evaluating the use of online synchronous communication to enhance learning in statistics

摘要: According to social constructivists, learners are active participants in constructing new knowledge a process where they interact with others. In these settings teachers or more knowledgeable peers provide support. This research study investigated the contribution that an online synchronous tutorial makes support teaching and learning of undergraduate introductory statistics offered by Australian regional university at distance. The course which served as setting this was requirement variety programs University, including psychology, business science. Often students perceive be difficult irrelevant their study. Negative attitudes associated anxiety mean often struggle content. While asynchronous discussion forums have been shown level interaction support, it anticipated tutorials would offer immediate feedback move forward through ―stuck places.‖ At beginning semester researcher distance opportunity participate weekly addition usual team. restricted 12 volunteers allow sufficient occur for each participants. The researcher, participant-observer, conducted using University's interactive platform, Wimba Classroom, whereby interacted audio, text chat virtual whiteboard. Prior start semester, were surveyed about previous mathematical experiences, perceptions why wanted tutorial. During regularly asked pertinent questions related personal outcomes from sessions. These sessions recorded screen capture software interviewed experiences end semester. Analysis data indicated perceived value lies fellow content expert immediacy given. The collaborative environment required maintain motivation, enhance confidence develop problemsolving skills statistics. Based on findings model is proposed.