Abstract
How do we, in a basic statistics course, create a learning environment where the computer is a natural tool?
Different aspects to be considered are the students' feeling of ownership and the importance of integrating the computer exercises in the course syllabus. The teacher has
different tools to achieve a computer-supported learning environment and we give some examples. The actual design of the exercises is of great importance and we have identified three types of computer exercises, each of which we give several examples.
A computer-supported basic statistics course for environmental engineers with a focus on applications will serve as a course example. For this course we discuss students' outcome, considering both students' attitudes and learning outcome, using the SOLO-taxonomy.
Different aspects to be considered are the students' feeling of ownership and the importance of integrating the computer exercises in the course syllabus. The teacher has
different tools to achieve a computer-supported learning environment and we give some examples. The actual design of the exercises is of great importance and we have identified three types of computer exercises, each of which we give several examples.
A computer-supported basic statistics course for environmental engineers with a focus on applications will serve as a course example. For this course we discuss students' outcome, considering both students' attitudes and learning outcome, using the SOLO-taxonomy.
| Original language | English |
|---|---|
| Number of pages | 19 |
| Journal | Preprints in Mathematical Sciences |
| Volume | 2004 |
| Issue number | 14 |
| Publication status | Unpublished - 2004 |
Subject classification (UKÄ)
- Probability Theory and Statistics
Free keywords
- Computer-supported learning
- focus on applications
- SOLO-taxonomy
- students' ownership