MOVING E-LEARNING BACK TO CLASS - SUBJECTIVE EXPERIENCES AND LEARNING OUTCOMES OF A UNIVERSITY COURSE IN STATISTICS WITH E-LEARNING IN CLASS

In a randomized control group design (N = 22 - 39) we compared a traditional structured advanced-level statistics course in psychology with a semi-structured blended-learning course. Different from blended learning settings in which the e-learning component takes place outside the classroom, at least half the time of the class was dedicated to working with e-materials. The course provided a pool of e-learning materials with varying levels of difficulty, from which students could choose. Furthermore, they decided between different learning activities, e.g. whether they worked alone or in small groups. Whenever necessary, the lecturer answered questions, provided assistance and gave feedback. Perceived cognitive load, perceived workload, intrinsic motivation and self-perceived abilities of the learners were measured at three points throughout the course. Finally, the students participated in a test designed to measure knowledge as well as competencies. While there emerged a small to medium size effect for higher cognitive overload in the traditional course, the perceived workload was at most times slightly greater in the blended-learning course. Intrinsic motivation was higher in the blended learning course at all three measurement points, as were the self-perceived abilities of the learners even though to a smaller degree. In the final test, not only a difference of knowledge but also of competences emerged, with both being higher in the blended-learning course.