Designing and Evaluating Web-Based Interactive Multimedia to Facilitate Cognitive Presence in an Online Statistics Course

• In Event: Considerations on the Design of Online Learning Events

Abstract

Online introductory statistics courses traditionally have low success and retention rates. As part of introductory statics course redesign, twenty-eight web-based interactive multimedia lectures augmented with comprehension questions and activities were built to address this issue. Moore’s Transactional Distance Theory was used as a framework for the software evaluation conducted over a period of two trimesters with a total of 187 undergraduate students. Students reported that the cognitive support provided by the software helped them understand statistical concepts and reduce math anxiety, which could serve as an indication that the transactional distance in this online course was reduced.

Authors

• Natalya Koehler, Franklin University

• Ana-Paula Correia, The Ohio State University

• Joel Gardner

• Nimet Alpay, Franklin University