Poster #22 - Inventing With Contrasting Cases Versus Traditional Lesson and Practice in an Online Statistics Course

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-5 - Epistemic and Generative Interventions Promoting Learning Outcomes

Abstract

Inventing with contrasting cases (ICC) has shown benefits for transfer in face-to-face classrooms, but less is known about effects in online courses. Using a cross-over experimental design, students were randomly assigned to two sections of an online educational statistics course. In Week 3, the Innovation-First (ICC-1) section used collaborative online group discussion to solve an ICC problem about one-sample t-tests. The Innovation-Second (ICC-2) section collaborated on topics addressed in Week 3. Both groups subsequently received the same traditional instruction in Week 4 and took a posttest. In Week 7, conditions were switched; ICC-2 invented solutions to chi-square contrasting cases while ICC-1 practiced applying previous concepts. Posttest results revealed significant differences between instructional conditions in favor of the ICC method.

Authors

• David Sears, Purdue University

• John A. Gipson, Purdue University

• Yukiko Maeda, Purdue University