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https://doi.org/10.21256/zhaw-18621| Publication type: | Article in scientific journal |
| Type of review: | Peer review (publication) |
| Title: | Do we always need a difference? : testing equivalence in a blended learning setting |
| Authors: | Müller Werder, Claude Mildenberger, Thoralf Lübcke, Maren |
| et. al: | No |
| DOI: | 10.1080/1743727X.2019.1680621 10.21256/zhaw-18621 |
| Published in: | International Journal of Research & Method in Education |
| Volume(Issue): | 43 |
| Issue: | 3 |
| Page(s): | 283 |
| Pages to: | 295 |
| Issue Date: | 2020 |
| Publisher / Ed. Institution: | Taylor & Francis |
| ISSN: | 1743-727X 1743-7288 |
| Language: | English |
| Subjects: | Blended learning; Equivalence testing; Flexible learning; Learning effectiveness |
| Subject (DDC): | 371: Schools and their activities |
| Abstract: | 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 |
| Fulltext version: | Accepted version |
| License (according to publishing contract): | Licence according to publishing contract |
| Departement: | School of Management and Law School of Engineering |
| Organisational Unit: | Center for Innovative Teaching and Learning (ZID) Institute of Data Analysis and Process Design (IDP) |
| Published as part of the ZHAW project: | Flexibles Lernen Research |
| Appears in collections: | Publikationen School of Management and Law |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 2021_Mueller-etal_Equivalence-in-blended-learning-setting.pdf | Accepted Version | 449.7 kB | Adobe PDF |  View/Open |
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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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