Author ORCID Identifier
Date Available
10-25-2022
Year of Publication
2022
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Education Sciences
First Advisor
Dr. Margaret Mohr-Schroeder
Abstract
Collaborative learning has been shown to improve student learning and performance; however, the influence of collaboration has not yet been examined in the context of an online introductory statistics course. Often the influence of collaborative learning is measured using only one outcome variable, typically course achievement. This study will contribute a more thorough examination of the influence collaboration has on student learning by operationalizing the learning construct with the use of multiple measures: academic performance, perceived learning, and growth in statistical knowledge. In addition, this study will provide a model for incorporating collaborative learning in an asynchronous online course.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2022.373
Funding Information
This study was supported by the Northern Kentucky University College of Arts and Sciences Student Success Fellowship in 2022.
Recommended Citation
Lemmon, Marla, "Collaborative Learning in an Asynchronous Online Introductory Statistics Course" (2022). Theses and Dissertations--Education Sciences. 114.
https://uknowledge.uky.edu/edsc_etds/114
