Please use this identifier to cite or link to this item:
https://doi.org/10.21256/zhaw-18621Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Müller Werder, Claude | - |
| dc.contributor.author | Mildenberger, Thoralf | - |
| dc.contributor.author | Lübcke, Maren | - |
| dc.date.accessioned | 2019-11-07T13:26:24Z | - |
| dc.date.available | 2019-11-07T13:26:24Z | - |
| dc.date.issued | 2020 | - |
| dc.identifier.issn | 1743-727X | de_CH |
| dc.identifier.issn | 1743-7288 | de_CH |
| dc.identifier.uri | https://digitalcollection.zhaw.ch/handle/11475/18621 | - |
| dc.description.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. | de_CH |
| dc.language.iso | en | de_CH |
| dc.publisher | Taylor & Francis | de_CH |
| dc.relation.ispartof | International Journal of Research & Method in Education | de_CH |
| dc.rights | Licence according to publishing contract | de_CH |
| dc.subject | Blended learning | de_CH |
| dc.subject | Equivalence testing | de_CH |
| dc.subject | Flexible learning | de_CH |
| dc.subject | Learning effectiveness | de_CH |
| dc.subject.ddc | 371: Schulen und schulische Tätigkeiten | de_CH |
| dc.title | Do we always need a difference? : testing equivalence in a blended learning setting | de_CH |
| dc.type | Beitrag in wissenschaftlicher Zeitschrift | de_CH |
| dcterms.type | Text | de_CH |
| zhaw.departement | School of Management and Law | de_CH |
| zhaw.departement | School of Engineering | de_CH |
| zhaw.organisationalunit | Zentrum für Innovative Didaktik (ZID) | de_CH |
| zhaw.organisationalunit | Institut für Datenanalyse und Prozessdesign (IDP) | de_CH |
| dc.identifier.doi | 10.1080/1743727X.2019.1680621 | de_CH |
| dc.identifier.doi | 10.21256/zhaw-18621 | - |
| zhaw.funding.eu | No | de_CH |
| zhaw.issue | 3 | de_CH |
| zhaw.originated.zhaw | Yes | de_CH |
| zhaw.pages.end | 295 | de_CH |
| zhaw.pages.start | 283 | de_CH |
| zhaw.publication.status | acceptedVersion | de_CH |
| zhaw.volume | 43 | de_CH |
| zhaw.publication.review | Peer review (Publikation) | de_CH |
| zhaw.funding.zhaw | Flexibles Lernen Research | de_CH |
| zhaw.author.additional | No | de_CH |
| 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 |
Show simple item record
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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