instructional design, efficiency, instructional technology, statistics education, templates, rapid design
This study was an exploratory study in improving efficiency in university courses by using low-cost methods of design and development that can be easily managed by university faculty. To explore this issue, we developed a lesson for the Statistics department at Brigham Young University using low-threshold applications (uses of technology that are low-cost and easy to learn) and software templates. We evaluated the lesson as a possible method to decrease the number of hours instructors were required to spend teaching in class. We discovered that students responded positively to the lesson, and that the methods of lesson design and development did provide advantages to the faculty of the Statistics department. Students reported that they learned from the lesson, liked the lesson, and felt comfortable using the lesson. Students who were most likely to react positively to the lesson were those who had experience with similar instructional models, those who used advanced features of the lesson, and those who used practice problems provided with the lesson. The advantages of using low-threshold applications and software templates included a decrease in development and maintenance costs, as well as a method to quickly analyze possible design alternatives.
BYU ScholarsArchive Citation
McDonald, Jason K., "Using Low-threshold Applications and Software Templates to Improve Efficiency in an Introductory Statistics Course" (2003). All Faculty Publications. 1768.
David O. McKay School of Education
Instructional Psychology and Technology
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