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https://doi.org/10.21256/zhaw-18621| Publikationstyp: | Beitrag in wissenschaftlicher Zeitschrift |
| Art der Begutachtung: | Peer review (Publikation) |
| Titel: | Do we always need a difference? : testing equivalence in a blended learning setting |
| Autor/-in: | Müller Werder, Claude Mildenberger, Thoralf Lübcke, Maren |
| et. al: | No |
| DOI: | 10.1080/1743727X.2019.1680621 10.21256/zhaw-18621 |
| Erschienen in: | International Journal of Research & Method in Education |
| Band(Heft): | 43 |
| Heft: | 3 |
| Seite(n): | 283 |
| Seiten bis: | 295 |
| Erscheinungsdatum: | 2020 |
| Verlag / Hrsg. Institution: | Taylor & Francis |
| ISSN: | 1743-727X 1743-7288 |
| Sprache: | Englisch |
| Schlagwörter: | Blended learning; Equivalence testing; Flexible learning; Learning effectiveness |
| Fachgebiet (DDC): | 371: Schulen und schulische Tätigkeiten |
| Zusammenfassung: | Evidence-based research is becoming increasingly important in educational research. Calculation and test methods available in statistical software packages such as SPSS and STATA are widely used. To evaluate teaching innovations such as blended learning against classical classroom settings, for example, previous studies have mainly applied inference methods such as the t-test or variance analyses. The problem with these methods is that they test for the difference. A non-significant result does not automatically mean equivalence of the treatments examined, which is why we propose the use of equivalence testing. This paper introduces the equivalence test as complementary to the classical t-test and briefly discusses other approaches based on confidence intervals and Bayesian methods. As an example, the introduction of a blended learning format to a Bachelor’s degree programme is used to demonstrate the procedure and discuss the results of conducting an equivalence test. By combining tests for difference and equivalence successfully, it was possible to arrive at more informative statistical statements: Whereas a t-test alone only produced results for three out of 22 courses, a t-test and an equivalence test in combination yielded statistically confirmed statements for 12 out of 22 courses. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/18621 |
| Volltext Version: | Akzeptierte Version |
| Lizenz (gemäss Verlagsvertrag): | Lizenz gemäss Verlagsvertrag |
| Departement: | School of Management and Law School of Engineering |
| Organisationseinheit: | Zentrum für Innovative Didaktik (ZID) Institut für Datenanalyse und Prozessdesign (IDP) |
| Publiziert im Rahmen des ZHAW-Projekts: | Flexibles Lernen Research |
| Enthalten in den Sammlungen: | Publikationen School of Management and Law |
Dateien zu dieser Ressource:
| Datei | Beschreibung | Größe | Format | |
|---|---|---|---|---|
| 2021_Mueller-etal_Equivalence-in-blended-learning-setting.pdf | Accepted Version | 449.7 kB | Adobe PDF |  Öffnen/Anzeigen |
Zur Langanzeige
Müller Werder, C., Mildenberger, T., & Lübcke, M. (2020). Do we always need a difference? : testing equivalence in a blended learning setting. International Journal of Research & Method in Education, 43(3), 283–295. https://doi.org/10.1080/1743727X.2019.1680621
Müller Werder, C., Mildenberger, T. and Lübcke, M. (2020) ‘Do we always need a difference? : testing equivalence in a blended learning setting’, International Journal of Research & Method in Education, 43(3), pp. 283–295. Available at: https://doi.org/10.1080/1743727X.2019.1680621.
C. Müller Werder, T. Mildenberger, and M. Lübcke, “Do we always need a difference? : testing equivalence in a blended learning setting,” International Journal of Research & Method in Education, vol. 43, no. 3, pp. 283–295, 2020, doi: 10.1080/1743727X.2019.1680621.
MÜLLER WERDER, Claude, Thoralf MILDENBERGER und Maren LÜBCKE, 2020. Do we always need a difference? : testing equivalence in a blended learning setting. International Journal of Research & Method in Education. 2020. Bd. 43, Nr. 3, S. 283–295. DOI 10.1080/1743727X.2019.1680621
Müller Werder, Claude, Thoralf Mildenberger, and Maren Lübcke. 2020. “Do We Always Need a Difference? : Testing Equivalence in a Blended Learning Setting.” International Journal of Research & Method in Education 43 (3): 283–95. https://doi.org/10.1080/1743727X.2019.1680621.
Müller Werder, Claude, et al. “Do We Always Need a Difference? : Testing Equivalence in a Blended Learning Setting.” International Journal of Research & Method in Education, vol. 43, no. 3, 2020, pp. 283–95, https://doi.org/10.1080/1743727X.2019.1680621.
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