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Wednesday, June 22 • 16:45 - 18:00
POSTER.10 - Assessing the Impact of E-learning Technologies in a Large, Undergraduate Statistics Course

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Advancements in E-learning technologies enable learning to be individualized, which helps foster and empower all students, and improve their overall learning experience (Ruiz, Mintzer, Leipzig & Rosanne, 2006). Innovations in E-learning technology, such as Mindtap, have proved beneficial in expanding learning, especially within large classes. Mindtap and similar E-learning technologies provide automatically graded assignments, making it possible for teachers to administer weekly homework in large classes where grading traditional assignments would not be feasible. Mindtap offers a host of learning tools and an array of gradable assignments in an online platform.

The current study looks at the impact of Mindtap as a supplementary tool to a textbook within a large undergraduate statistic course. In this course, Mindtap assignments served as weekly formative assessments, where numerous attempts were allowed. Learning analytics, which included measures of engagement, time spent logged in, number of logins, and student performance, were also collected. We observed a strong relationship (r = 0.55) between students’ grades on their weekly Mindtap assignments and their midterm grades. Furthermore, results showed that students who engaged more with Mindtap (measured as time spent logged on) obtained higher grades on their exams. Additionally, 90% of students reported positive attitudes towards Mindtap, agreeing that it helped them learn the material. These results are consistent with a previous study in which 70% of the students in an undergraduate class reported that they were satisfied overall with the E-learning aspect of the course (Concannon, Flynn, & Campbell, 2005). Furthermore, Mindtap provided crucial information concerning student’s overall understanding of weekly material and allowed the instructor to allocate class-time accordingly.

In conclusion, the use of Mindtap as a supplementary E-learning tool to teach a large statistics class created an avenue for the instructor to assign frequent formative assessments, enhance student learning, and inform instruction.


Concannon, F., Flynn, A., & Campbell, M. (2005). What campus‐based students think about the quality and benefits of e‐learning. British journal of educational technology, 36(3), 501-512.

Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic medicine, 81(3), 207-212.


Melissa Ferland

Melissa Ferland- Graduate Student in Clinical Developmental Psychology, York University

Claudia Molinaro

Claudia Molinaro- Undergraduate Student, Honours Psychology BSc, York University

Additional Authors

Jessica Flake

Jessica is a postdoctoral fellow in the Psychology department at York University. Her main area of research is in quantitative methods but is keen to study student motivation and motivation assessment tools in gatekeeper courses.

Wednesday June 22, 2016 16:45 - 18:00 EDT
Atrium, Physics & Astronomy Building Western University