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Abstract:
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Outcomes from a collegiate blended course in introductory statistics are assessed within the context of students' prior experience with online and blended courses. Our blended course uses flipped and flexible instructional modes. Lectures are only available online, class meetings are used for complimentary learning activities, and there is no requirement for class attendance. We prepare predictive models of student performance that incorporate control variables and indicators of prior online and blended experience levels. When the full sample of students from multiple sections is used, we find no effect upon performance in our blended course from prior online and blended experience. However, when the transfer status of students and low, medium, and high zones of grade point averages are considered, we find evidence that prior online and blended experience does affect performance for a subgroup of students.
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