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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

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