Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-18621
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dc.contributor.authorMüller Werder, Claude-
dc.contributor.authorMildenberger, Thoralf-
dc.contributor.authorLübcke, Maren-
dc.date.accessioned2019-11-07T13:26:24Z-
dc.date.available2019-11-07T13:26:24Z-
dc.date.issued2020-
dc.identifier.issn1743-727Xde_CH
dc.identifier.issn1743-7288de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/18621-
dc.description.abstractEvidence-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.de_CH
dc.language.isoende_CH
dc.publisherTaylor & Francisde_CH
dc.relation.ispartofInternational Journal of Research & Method in Educationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectBlended learningde_CH
dc.subjectEquivalence testingde_CH
dc.subjectFlexible learningde_CH
dc.subjectLearning effectivenessde_CH
dc.subject.ddc371: Schulen und schulische Tätigkeitende_CH
dc.titleDo we always need a difference? : testing equivalence in a blended learning settingde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
zhaw.departementSchool of Engineeringde_CH
zhaw.organisationalunitZentrum für Innovative Didaktik (ZID)de_CH
zhaw.organisationalunitInstitut für Datenanalyse und Prozessdesign (IDP)de_CH
dc.identifier.doi10.1080/1743727X.2019.1680621de_CH
dc.identifier.doi10.21256/zhaw-18621-
zhaw.funding.euNode_CH
zhaw.issue3de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end295de_CH
zhaw.pages.start283de_CH
zhaw.publication.statusacceptedVersionde_CH
zhaw.volume43de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.funding.zhawFlexibles Lernen Researchde_CH
zhaw.author.additionalNode_CH
Appears in collections:Publikationen School of Management and Law

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