Iterative redesign of a self-managed course for teaching probability and statistics at graduate level in distance education
Abstract
The implementation of course activities depends on the teaching modality and how they are designed, which requires planning adapted to the specific context of application. This article aims to describe the development and evaluation of self-managed activities in a regularization course on probability and statistics at the graduate level, delivered in a virtual format. The sample included 132 applicants and students distributed across four iterations. They participated in the course through Moodle and completed a final questionnaire, which revealed several determining factors such as platform management, activity presentation, ICT resources, and continuous feedback. The application of Design-Based Research (DBR) led to progressive modifications that improved both students’ learning experiences and their academic performance. The self-managed approach proved to be flexible, enabling students to organize their time and space to complete the proposed activities within the established deadlines. However, challenges related to the distance learning modality were identified, leading to the implementation of additional strategies such as improved planning and constant communication between the teacher and students.
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