COLLABORATING ONLINE TO LEARN STATISTICS

ABSTRACT

This study aims to measure the impact of an educational intervention in statistics, designed to promote self-efficacy of it’s participants for collaborative learning and the self-efficacy to perform tasks related to statistics.

In this study, which was attended by 17 trainees with a mean age of 28 years and training, a course in blended-learning was created. Its activities were designed to provide opportunities for the development of beliefs of self-efficacy in its participants, both in terms of knowledge and in terms of the skills needed for online collaborative learning.

The impact of the course at the level of those skills were measured through surveys of self-assessment at the beginning and at the end of the course, which revealed a significant increase in knowledge and in self-efficacy for learning in statistics. Students considered also as very important the use of communication tools, selflearning and collaborative learning.

KEYWORDS: Self-efficacy; e-Learning; Blended-Learning; Motivation; Collaborative learning; Statistics Course.