Leveraging random number generation for mastery of learning in teaching quantitative research courses via an E-learning method

Abstract

E-Learning brings access to a powerful but often overlooked teaching tool: random number generation. Using random number generation, a practically infinite number of quantitative problem-solution sets can be created. In addition, within the e-learning context, in the spirit of the mastery of learning, it is possible to assign online quantitative homework with problems where students are required to get 'X' number of questions correct before moving onward to the next assignment. The website www. LearnViaWeb.com was created with the latter in mind, to assign online homework related to basic statistics for quantitative research. Students are required to get a problem type correct five times in a row before moving on to the next problem type. This article investigates lessons learned from the implementation of this new teaching pedagogy using an action-based research approach. One of the major findings was a shift in the focus of students from grades to ease of completion. This was seen through a significant number of complaints related to how to solve the online homework as opposed to the common focus on grades from students. This is in part a result of students being graded on timely completion and correct completion being required. Regardless, this attitude change and shift in focus of the students is in itself considered a major positive advance.